clarion university of pennsylvania

P E N N S Y L V A N I A ’ S S T A T E S Y S T E M O F H I G H E R E D U C A T I O N

CLARION UNIVERSITY of PENNSYLVANIA

2016-2017 Action Plan

Action Plan Preface

Looking to the future while understanding where we are today

The System’s Strategic Plan 2020: Rising to the Challenge calls for the development of detailed annual actions plans for each university for transparency and to document progress toward system and university strategic goals. By their very nature, strategic plans look to change over a period of years; in contrast, action plans are designed to look at annual changes in the university and its context. Action plans chronicle where a university has been (previous year), where it is (current year) and where it is going (in the next two years). The format for annual action plans calls for universities to detail—in the context of university mission, vision and strategic directions—distinctive programs and accomplishments, opportunities and challenges, trends in enrollment, student success, and financial management. Looking at action plans annually is important because proposed directions in academic program development, enrollments, and finances are often shaped and re-shaped by critical changes and emerging conditions in student markets, educational interests, and regional economies. As such, they highlight the important balance between thoughtful longer-term planning and the flexibility needed to respond to changing dynamics.

Aligning institutional results and reports

To present a clear picture of the university, where it has been, and where it is going, it is essential that it is aligned with existing data reports, financial information, performance funding, and annual reporting on progress towards strategic goals. Over time, it is anticipated that episodic university reports be minimized and that more of them will be incorporated and summarized within the context of action plans to provide a more thorough understanding of university efforts to meet their mission and that of the State System.

Action Plan 2016-2017

Table of Contents

Preface

Strategy

University Mission, Vision, and Statement of Strategy 1

Academic Programs of Distinction 8

Other Areas of Distinction 13

Strategic Goals 19

University Strengths, Opportunities and Challenges 25

Key Performance Indicators

Strategic Enrollment Management 28

Performance Funding Indicators 29

Academic Programs 30

Financial Information 33

CLARION UNIVERSITY OF PENNSYLVANIA 2016/2017 ACTION PLAN

University Mission, Vision, and Statement of Strategy

University Mission - Please provide a description of your university's purpose and primary objectives for success.

In response to current trends in student interests and the changing workforce needs of our state, Clarion University offers very intentional, highly-qualified, professionally focused programs. Clarion excels in preparing students to successfully enter careers in teaching, business, health and human services.

Mission

Clarion University of Pennsylvania provides transformative, life-long learning experiences through innovative, nationally-recognized programs delivered in inclusive, student-centered environments.

Vision

Clarion University will be a leader in high-impact educational practices that benefit students, employers, and community partners.

Core Values

Students, faculty, staff and alumni of Clarion University value:

• Learning• Accomplishment• Encouragement• Diversity• Civility• Civic Engagement• Public higher education

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University Mission, Vision, and Statement of Strategy (Continued)

University Vision - Please provide a description of your university's goals and aspirations for the years ahead.

CLARION UNIVERSITY STRATEGIC GOALS 2012-2020

Clarion University will:

Encourage student, faculty and staff success.

• Admit, retain and graduate students• Prepare students for employment• Infuse high impact practices• Grow nationally recognize, high-quality, professional programs• Encourage the professional development of faculty and staff

Create equitable, diverse environments.

• Promote a diverse student body and employee workforce• Value the inclusion and experiences of all students and employees

Expand our engagement with society.

• Align knowledge and resources with community partners' needs• Promote community service and volunteerism among students, faculty and staff• Serve as an economic engine to the region

Thrive financially.

• Ensure optimal stewardship of resources• Expand enrollment• Undertake a comprehensive capital campaign

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As shown in the table below, Clarion University’s Strategic Goals are supported by the strategic goals developed by each of the three major divisions of the University: Academic Affairs, Student Affairs, and the Division of Finance and Administration. These provide a roadmap for reaching the University strategic goals and for fulfilling the University mission.

Clarion University Strategic Goals

Clarion University Academic Affairs, Student Affairs, and Division of Finance and Administration Strategic Goals

Encourage student, faculty and staff success

GOAL 1: The Clarion University academic community will develop innovative curricular programs and classroom experiences that embody high impact practices. GOAL 2: The Clarion University academic and student affairs communities will assist in creating an intentional comprehensive student experience, including co-curricular and extracurricular opportunities for personal and professional development. GOAL 3: The Clarion University academic community will equip students with the skills, knowledge, and dispositions to seek career opportunities and lead successful lives from enrollment through graduation and beyond. GOAL 10: The Finance and Administration Division will deliver highest quality support services

Create equitable, diverse environments

GOAL 2: The Clarion University academic and student affairs communities will assist in creating an intentional comprehensive student experience, including co-curricular and extracurricular opportunities for personal and professional development. GOAL 3: The Clarion University academic community will equip students with the skills, knowledge, and dispositions to seek career opportunities and lead successful lives from enrollment through graduation and beyond. GOAL 5: The Division of Student Affairs will improve communication with all internal and external constituencies. GOAL 8: The Student Affairs Division will maximize resources to support learning, engagement, and achievement in an inclusive environment. GOAL 12: The Finance and Administration Division will enhance the campus physical infrastructure and will provide a safe and secure campus environment. GOAL 13: The Finance and Administration Division will ensure compliance with policies and procedures.

Expand our engagement with society

GOAL 4: The Clarion University academic community will develop educational opportunities that address the demands and capitalize on the resources of the region. GOAL 7: The Student Affairs Division will expand engagement with others in support of Clarion University and its mission.

Thrive financially GOAL 6: The Division of Student Affairs will build a culture of accountability through assessment and continuous improvement. GOAL 8: The Student Affairs Division will maximize resources to support learning, engagement, and achievement in an inclusive environment. GOAL 9: The Finance and Administration Division will encourage fiscal stewardship. GOAL 11: The Finance and Administration Division will promote cost-effective best practices.

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Statement of Strategy - Please provide a description of the strategy for fulfilling your university's vision and mission, given your university's current strengths, challenges, and available resources.

The section below lists the outcomes for Academic Affairs, Student Affairs, and Division of Finance and Administration. The outcomes for each of the strategic goals describe specific strategies for fulfilling the University strategic goals and meeting the University mission of providing transformative, life-long learning experiences through innovative, nationally-recognized programs delivered in inclusive, student-centered environments.

GOAL 1: The Clarion University academic community will develop innovative curricular programs and classroom experiences that embody high impact practices.

• Develop a multicultural competency required of all university students• Globalize the curriculum• Complete the infusion of LEAP (Liberal Education, America’s Promise) model into the curriculum• Grow experiential learning opportunities• Grow high-need programs (e.g., STEM, health professions) that benefit the commonwealth• Develop more interdisciplinary majors and minors through interdepartmental and inter-college collaboration

(including partnerships with other institutions)• Participate in national benchmarking studies to determine progress toward best practices in programs,

services, and facilities• Develop an infrastructure that supports a comprehensive approach to community service and service

learning• Support the implementation of Living Learning Communities (LLC’s)

GOAL 2: The Clarion University academic and student affairs communities will assist in creating an intentional comprehensive student experience, including co-curricular and extracurricular opportunities for personal and professional development.

• Increase intentional intersection between academic curriculum and student affairs programming, to includethe adoption of a co-curricular transcript

• Implement a general education model that encourages academic preparation as well as life development• Broaden faculty investment in the complete student experience beyond the classroom• Coordinate with other university divisions to improve multicultural awareness of our students• Implement CU Connect swipe card system for tracking student involvement and expand utilization of CU

Connect as a source of internal university information• Create a co-curricular plan and record that provides a framework for obtaining highly desired skills and

experiences through student engagement and involvement• Collaborate with others to improve support for a student population with diverse backgrounds and needs• Improve support for students identified as at-risk through the student success and retention platform• Enhance programs and services for students who violate university Alcohol and Other Drugs policies

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Statement of Strategy (Continued)

• Increase awareness and involvement of the Clarion community in the Good Neighbor Program• Improve the physical environment to better serve student needs• Explore the feasibility of implementing electronic medical records• Increase financial support through partnerships and external resources to enhance student programs and

services

GOAL 3: The Clarion University academic community will equip students with the skills, knowledge, and dispositions to seek career opportunities and lead successful lives from enrollment through graduation and beyond.

• Incorporate a system of credentials and degrees that allows for the flexibility of students of varyingability/preparation to step-in and -out of studies

• Develop tracks clearly designed for students who wish to pursue advanced degrees within their discipline• Adopt best technology practices for education in a rural setting• Increase student retention and completion rates at all credential levels• Develop/shape a comprehensive enrollment plan linked specifically to the mission of the university and

regional needs/assets (going beyond numbers and addressing quality/preparation)• Enhance the student advising structure to incorporate a comprehensive approach that adopts best practices

for multiple modalities of learning

GOAL 4: The Clarion University academic community will develop educational opportunities that address the demands and capitalize on the resources of the region.

• Define the university’s future role as a leading health education provider• Develop programs in eco-tourism• Develop programs in the field of energy studies and sustainability• Provide students the skills-based credentials (i.e., applied professional studies) desired by employers in the

region• Become a cultural center for the arts and humanities in the region• Facilitate entrepreneurial growth in the region

GOAL 5: The Division of Student Affairs will improve communication with all internal and external constituencies. • Survey divisional employees to understand their perspectives regarding the effectiveness of current methods

for communicating key divisional information• Develop a plan to improve Student Affairs units’ online and digital presence to support the university’s

branding, marketing, and communication initiatives.

GOAL 6: The Division of Student Affairs will build a culture of accountability through assessment and continuous improvement

• Improve the assessment skills of Student Affairs staff through professional development opportunities.

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• Create a systematic assessment reporting process and timeline.• Develop and implement strategies to share the role and effectiveness of Student Affairs programs in

advancing student learning, development, and success.

GOAL 7: The Student Affairs Division will expand engagement with others in support of Clarion University and its mission.

• Increase opportunities for engagement between the university and external communities.• Create a Parents and Family Advisory Board.

GOAL 8: The Student Affairs Division will maximize resources to support learning, engagement, and achievement in an inclusive environment.

• Improve service delivery and operational efficiencies.• Develop a process for recurring and routine review of payroll and benefit records to ensure accuracy of the

data

GOAL 9: The Finance and Administration Division will encourage fiscal stewardship. • Partner with key vendors/contractors• Empower campus community to analyze financial information as it relates to their area• Financial term reporting• Development of a multi-year budget process• Develop and discuss with the President plans for organizational alignment to support the financial and

administrative functions of the University.• Work with the campus leadership to continue the implementation of the Responsibility Center Management

system. Provide leadership and support for the second round of oversight by the Budget Review andImplementation Committee (BRIC).

GOAL 10: The Finance and Administration Division will deliver highest quality support services. • Procurement Services training and communication• Improve Procurement Services timeliness and efficiency• Explore and identify cost effective ways to address employee training and development needs and interest• Develop an in-house employee communication vehicle• Review HR web page relative to employee and prospective employee communication and identify effective

methods for communication with these group• Develop current systems and approaches to communicate with prospective employees and new hires• Accounts Payable department cross-training• Monthly RC support staff meetings• Broadcasted reports distributed to RC Managers on a regular basis to improve fiscal stewardship and to

deliver high quality fiscal services• Develop a stronger B&A "Core"

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GOAL 11: The Finance and Administration Division will promote cost-effective best practices • Shared savings initiatives to streamline activities, reduce costs, and attain efficiencies• Source products and services for internal use• Contracting function to be cross-trained• Annual procurement savings• Consistent documents• Move all travel payments to electronic transmission• Increase number of vendors paid electronically• Increase the use of University p-card for small $ purchases• Budget & Accounting cross-training• P-card digital approval workflow of transactions and virtual filing of receipts• Automation of the travel approval and reimbursement processes

GOAL 12: The Finance and Administration Division will enhance the campus physical infrastructure and will provide a safe and secure campus environment

• Work with the Director of Facilities Planning & Management to develop a short and longer range capitalmaintenance plan for the Clarion and Venango campuses.

• Develop funding and finance plans to make the ramping up of capital maintenance investments a reality.

GOAL 13: The Finance and Administration Division will ensure compliance with policies and procedures • Develop an internal payroll and personnel audit process• Develop formal record keeping system for job descriptions and evaluations including reminders and reports

of status to appropriate University Officer• Perform system and transaction audits to ensure compliance with policies and procedures• Develop and/or update departmental policies and procedures both for inter-departmental use and for

posting via the website for University use• Provide budget and accounting training to all new SAP users and to the University as a whole twice a year

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Academic Programs of Distinction

Academic Programs of Distinction - Please identify your university's top 3 or 4 Program Areas of Distinction (An Academic Program of Distinction is defined as a two-digit CIP level which includes general groups of related programs such as Business and Education. You may also use related areas that cross CIP codes such as Visual and Performing Arts or Allied Health Professions. STEM as a Program of Distinction is too broad but Technology and Engineering or Engineering and Math would be a suitable Program of Distinction.) Please provide a brief rationale or narrative as to what makes these programs distinctive.

Clarion’s mission is to provide transformative, life-long learning experiences through innovative, nationally-recognized programs. Clarion’s motto “COURAGEOUS. confident. CLARION” exemplifies the University’s emphasis on equipping students with the skills, knowledge, and dispositions to seek career opportunities and lead successful lives. Indeed, for the past 150 years, the University has provided high quality professional programs that result in marketable skills and credentials and successful employment of graduates. Approximately 80% of current Clarion students are enrolled in degrees and programs that lead to professional credentials. The many accreditations held by Clarion programs provide a value-added endorsement of program quality for these students and their families and for employers inside and outside of the Commonwealth. The following Academic Programs of Distinction reflect the Clarion University focus of providing high-quality, professional programs and developing courageous confident students.

Business

Clarion’s undergraduate and graduate business programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB) International, one of only 25 colleges in the Commonwealth to be so accredited and one of only six institutions in the System. The Paralegal program is recognized by the American Bar Association. The Human Resources major is certified by the Society of Human Resources Management, and the Certified Financial Planner program is approved by the Certified Financial Planner Board of Standards, Inc. Innovative programs help students, professionals in the field, and the regional economy. These include the Small Business Development Center which provides entrepreneurs with the education, information, and tools necessary to build successful businesses; the Center for Accounting Education and Research which provides high quality, affordable, convenient educational opportunities for regional CPA's to obtain required CPE credits; the Henry G. Burns Center for Finance and Insurance which provides high quality continuing education seminars for insurance industry professionals, allowing them to fulfill their state-mandated continuing education requirement. Additionally, the Executive-in-Residence serves as an embedded resource for students and faculty and provides career advice in the form of one-on-one discussions and group presentations about careers in various corporate fields. The Executive-in-Residence also generates experiential learning and internship opportunities and connects students with those opportunities.

In 2015, Clarion University’s online Master of Business Administration program was ranked 86 nationwide by the U.S. News and World Report. Clarion’s online MBA earned the highest ranking in the System. Geteducated.com ranked Clarion’s online MBA as a “Top 30 Best Buy” for best, affordable, AACSB accredited online MBA programs.

Last year, faculty in the program published 10 articles in refereed journals, authored 3 books, and presented 21 refereed papers. In addition, faculty members serve as president of the Pennsylvania Economic Association, co-chair of the International Human Resources Management and Cross-cultural Management track of the European Academy of International Business (EIBA), program chair for the Academy of Management – Management Education and Development Division, and editor in the Emerald Publishing Scholarly publication: Advanced Series in Management. Faculty have also received multiple research grants.

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Academic Programs of Distinction (Continued)

Last year, Clarion’s business students demonstrated their confidence and courage as well as their acquisition of professional skills, knowledge, and dispositions in the following ways:

• At the 2016 International Society for the Advancement of Management Annual Case Competition, ClarionUniversity’s four-student team placed First in the undergraduate division case competition. A separate groupof Clarion students competed in the “Open” division against teams of undergraduate and graduate students.Clarion’s Open division team came in second in the nation.

• A Clarion student was one of the four finalists for 2016 International Association of Registered FinancialConsultants (IARFC) Finance Plan Competition. The IARFC Plan Competition is open to undergraduatestudents enrolled in financial related majors and requires participants to develop a comprehensive personalfinancial plan based on uniform sample data provided.

• Two Clarion students are semi-finalists in the 2017 CFA Society Financial Literacy Competition.• 96% of business graduates are either employed in their field or are attending graduate school.• Computing and Information Science graduates continue to have a near 100% job placement rate.• 100% of the paralegal program graduates are either employed in the field or furthering their education.• Students enrolled in MGMT 330 “New Venture Creation Lab” worked with Clarion’s Small Business

Development Center to create business plans for new businesses and to intern at regional businesses.• Three Clarion students were semi-finalists in the State System Business Plan competition; one Clarion student

was awarded the 3rd prize of $2,500 and is the second student from Clarion University to be awarded one ofthe top three prizes in the five year history of the Student Business Plan Competition. Another Clarionstudent was recognized as a finalist, and one was recognized as a semi-finalist.

Education

Clarion’s history in teacher education is rich. The early childhood education program is accredited by National Council for Accreditation of Teacher Education (NCATE)/Council for Accreditation of Educator Preparation (CAEP), National Association for the Education of Young Children (NAEYC) and the Pennsylvania Department of Education (PDE). The Early Childhood Directors Program and Directors Renewal Program are offered online and meet the standards of the Department of Public Welfare's Office of Child Development PA Keys to Quality. The online A.S. in Early Childhood is one of only 20 in the nation that is accredited. NCATE/CAEP and PDE accredited programs are offered in middle level education, secondary education, and special education. Special education offers an undergraduate dual preparation for grades PreK-8 or 7-12 requiring a fifth year to secure Reading Specialist certification. This Intervention Specialist program is unique amongst the System universities, is only one of three such programs in the Commonwealth, and is one of only 25 programs accredited nationwide by the International Dyslexia Association. The minor in Diagnosis and Intervention for Students with Mathematical Disabilities is the only such minor offered in the Commonwealth. The School of Education also offers a Master's Degree in Education with concentrations in curriculum and instruction, reading education (K-12), early childhood, science, technology, and special education. Endorsements are offered in online instruction, gifted education, and autism.

Students enrolled in all education programs start observing/assisting in the field in their first semester and experience at least a half semester of field work before the semester long student teaching experience. The students also benefit from Clarion’s professional development school partnership with Clarion Limestone School District. A current emphasis on dual certifications in early childhood, middle level, secondary level, and special education has produced outstanding graduates who are highly marketable and sought after by school districts. This may be why enrollment in the school has increased by 10% in the last year. Innovative community outreach programs include

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Math Circles in which every Friday afternoon, Clarion University mathematics faculty and students work with regional high/middle school teachers and students to engage in the depths and intricacies of mathematical thinking and to propagate the culture of doing mathematics. The Summer Reading Camp provides an opportunity for local school children to improve their reading skills and for Clarion graduate students to master reading intervention strategies. The Science in Motion Program is in its 17th year of supporting the improvement of secondary science education in the Clarion region. The program provides access to instructional resources and effective professional development opportunities for science teachers and provides support for the development of good secondary science curricula. The School of Education hosts the Northwest PA EdCamp, an innovative form of professional development for educators supported by the Bill and Melinda Gates Foundation which is attended by educators from the NW PA region. The goals of EdCamp are improving job satisfaction, increasing workforce retention, and positively impacting student learning. The School of Education sponsors the regional Geography Bee for students in grades 4-8, Model UN for students in grades 7-12, and an annual creative writing contest. Clarion continues to host the PA Educational Leadership Conference and the Clarion Early Childhood Conference.

Clarion’s education programs are ranked in the top 15% of schools of education nationwide. Clarion’s middle level programs (grades 4-8) were ranked #1 in the state; Clarion’s Early Childhood B.S.Ed. and Early Childhood- Associates Degree were ranked #2 in the state; Clarion’s Special Education programs were ranked #9 in the state; Clarion’s elementary education (grades 1-4) was ranked #11 in the state (Best-Education-Schools.com). Clarion’s Master’s degree program in Early Childhood is ranked #13 nationally (Best-Education-Schools.com), and its online graduate education programs ranked in the top half of the U.S. News and World Reports Best Online Graduate Education Programs survey for 2017. Clarion was ranked 8th in the nation for Faculty Credentials and Training. Geteducated.com ranked the online M.Ed. program as a “Best Buy,” and gograd.org ranked Clarion #9 for top online programs in education, 2016. This may be, in part, why new student enrollment in the Masters Degree increased over 50% from Fall 2015 to Fall 2016. Faculty currently serve as president of the PA Council for Exceptional Children and on the Board of Directors of Pennsylvania TASH.

Last year, Clarion’s Education students demonstrated their confidence and courage as well as their acquisition of professional skills, knowledge, and dispositions in the following ways:

• 100% of the Dual SPED PreK-8/7-12 2016 graduates are employed in their field• 100% of Secondary Education Physics 2016 graduates are employed in their field• 2015 School of Education graduates have a 75% overall job placement rate, which is about the national

average.• 50% of the graduating M.S. Level Special Education students are currently student teaching in tenure track

jobs in school districts and have already been guaranteed teaching positions once they successfully completestudent teaching

• Two Clarion special education graduate students were awarded O'Neill Memorial Scholarships from the PACouncil of Exceptional Children

• The pass rate on PECT/PRAXIS for 2014-15 program completers was 82%, 4 points higher than the stateaverage of 78%.

• PK-12 achievement test score data from PVAAS (PA Value Added Assessment System) indicate that thechildren taught by Clarion graduates improve more above the state average when compared to childrentaught by graduates of other teacher education programs.

• Seven middle level and secondary social studies majors presented their research at the 2016 National Councilfor the Social Studies (NCSS) conference, and 11 will be presenting at the 2017 NCSS conference.

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Health & Human Services

Clarion University is well on its way of meeting its academic strategic goal of becoming a leading health and human services education provider as evidenced by the programs in the College of Health & Human Services. These programs incorporate a system of credentials and degrees that allow for students to step-in and -out of studies. Disciplinary accredited programs in the College of Health & Human Services range from the certificate to the doctorate. Jointly with Edinboro University, the College offers a Doctorate of Nursing Practice, a post Masters credential in Family Nurse Practitioner, and a Masters Degree program. The DNP program is ranked #2 on the Best Value Online Doctor of Nursing Practice Degree Programs by Best Medical Degrees.com. The MSN program is ranked 21st by U.S. News and World Reports. The College of Health & Human Services also offers Masters degrees in Clinical Mental Health Counseling, Rehabilitative Sciences, and Speech and Language Pathology. The MS in Rehabilitative Science is ranked 18th nationally by gograd.org for top online programs in social work, 2016. The program is the top ranked program in PA and the only ranked State System university. The MS in Speech-Language Pathology is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association.

Bachelor’s degrees are offered in Allied Health Leadership, Medical Imaging, Medical Technology, Nursing (4-yr & RN to BSN), Nutrition & Fitness, Rehabilitative Sciences, Sport Management, and Speech Pathology. Associates degrees are offered in Allied Health, Nursing, Rehabilitative Sciences, and Respiratory Care. The A.S. in Rehabilitative Sciences is jointly accredited by the Council on Rehabilitation Education (CORE) and the Council for Standards in Human Services Education (CSHSE). The BS in Rehabilitative Sciences is accredited by CORE. The A.S. in Respiratory care is accredited by Co-ARC. The four-year B.S. in Medical Imaging Sciences degree program with concentration a radiologic technology is a two-plus-two program in which Clarion partners with nationally accredited two-year hospital-based J-CERT accredited schools of radiologic technology. This partnership model affords students a high degree of experiential learning in a very cost-effective manner. The program is rated “Best Value in Radiologic Education” 2017 by Education Group. Students in the Medical Technology degree program complete their senior year in a hospital based National Accrediting Agency for Clinical Laboratory Science accredited program in medical technology throughout the Commonwealth.

Additionally Clarion’s Biology faculty provide Pre-professional studies programs in pre-pharmacy, pre-med, pre-occupational therapy, pre-dentistry, pre-chiropractic, pre-physician’s assistant, pre-PT, pre-podiatry, and pre-optometry. An articulation agreement with Lake Erie College of Osteopathic Medicine (LECOM) allows high school students to be accepted at both Clarion and LECOM. These students complete a B.S. in Biology at Clarion and then, contingent upon grades at Clarion and successful completion of an interview, enter the pharmacy, osteopathic medicine, or dentistry programs at LECOM. A similar arrangement is in place with the Logan School of Chiropractic.

Last year, Clarion’s Health & Human Services students demonstrated their confidence and courage as well as their acquisition of professional skills, knowledge, and dispositions in the following ways:

• The degree completion rate in 2015-2016 for the MS in Speech-Language Pathology was 100%.• All MS in Speech-Language Pathology students complete a 20-week clinical externship; 98% of the graduates

were employed in their field within 1 year of graduation.• 98% of Clarion students who graduated in 2016 with a B.S. in Speech Pathology were enrolled in graduate

programs in speech-language pathology or audiology.• The Clarion University Chapter of the National Student Speech Language Hearing Association (NSSLHA) was

awarded the honor of “National Chapter of the Year” at the 2016 national convention of the American

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• 100% of the A.S. in Nursing graduates in 2016 passed the NCLEX (National Council Licensure Exam for RNs),and 100% of graduates who sought employment as registered nurses following graduation are employed.

• 85% of graduates of the BS in Rehabilitative Science program were working in human service/rehabilitation-related employment within six months of graduation. All graduates of the program complete a semester-long internship and, in 2016, 63% of student interns were offered employment at their host agenciesimmediately upon completion of their internship.

• Graduates of the Clarion-Edinboro Family Nurse Practitioner program have a 100% pass rate on Family NursePractitioner certifying exams.

• BS in Medical Imaging graduates have a 100% pass rate on the national certification examination in radiologictechnology administered by the American Registry of Radiologic Technologists (ARRT).

• 100% of the students enrolled in the A.S. in Respiratory Care completed their program on-time in two years;89.3% were employed in the field six months after graduation, and 100% of the employers of these graduateswere satisfied with the skills, knowledge, and training of the graduates.

• 100% of the graduates of the Medical Technology program passed their certification exam last year.

Information and Library Science

Clarion’s Department of Information and Library Sciences is accredited by the American Library Association (ALA), one of only three programs in the Commonwealth to be so accredited, and the only program with this accreditation in the State System. Since many employers require an ALA-accredited master's degree for professional level positions, graduates from Clarion’s ALA-accredited program have high job placement rates. Clarion’s Department of Information and Library Sciences pioneered distance education at Clarion and within the System. Averaging 200 MSLS students a year, the program currently enrolls students from 43 states and several foreign countries. In 2016, Clarion University’s online MS in Library Science program was ranked #43 nationwide in the U.S. News and World Reports ranking of Best Online Library Science programs. Geteducated.com ranked Clarion’s online Masters in Library Science #11 in its list of best online MS in Library Science degrees and rated it a “Top 30 Best Buy.” Faculty in the program continue to publish including a 2016 textbook entitled “Fostering Family History Services” and 8 peer reviewed journal articles. In addition, faculty presented papers at over 25 conferences and reviewed manuscripts for several disciplinary journals.

Last year, Clarion’s Library students demonstrated their confidence and courage as well as their acquisition of professional skills, knowledge, and dispositions in the following ways:

• Two Clarion Library Science graduates were listed in the 2016 Library Journal’s Movers and Shakers listwhich honors librarians who “strive to transform public, school, academic, and special libraries”. Theyjoin five other Clarion graduates who have been listed since 2009.

• A Clarion graduate was named Virginia Library Directors Association’s Outstanding Employee of the Year• Recent graduates are working in a myriad of settings including the Library of Congress, the New York

Public Library, the Johnstown Flood Museum, University of Hawaii, University of Pennsylvania, PortlandOregon Public Library, Colorado Library Consortium, Virginia Beach Public Library, and the U.S. ArmyMedical Research Institute of Infectious Diseases.

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Other Areas of Distinction

Other Areas of Distinction - Please describe your university's admirable characteristics and accomplishments, including services, programs, student success, and community engagement.

Student Success

• Student athletes. Half of Clarion’s student-athletes, 173 student-athletes, were named Clarion scholar-athletesthis year. To be named a scholar-athlete, students need to achieve a 3.2 cum GPA or average a 3.2 GPA over thespring 2016 and fall 2016 semesters.

• Service-learning. Academic service-learning is ever on the rise, and students increased their course relatedservice by over 35,000 hours. Anthropology students, biology majors, students in English, education, politicalscience, history, nursing, and communication and mass media all completed exemplary programs linked withtheir program curricula and course-related student learning outcomes. Senior students in computer science andinformation systems classes complete systems development projects in which they worked in small groups todevelop software for local businesses and organizations including campus offices. During the fall 2016 semester,eight students worked with the Clarion University Career Center staff to develop a software system that savedthe center the cost of a commercial software solution ($10,000 - $15,000). Communication Disorders studentsprovided service to Traumatic Brain Injury support groups, developed a brain safety fair, and distributed bicyclehelmets to promote brain safety. They provided free service to over 400 clients at the Speech Clinic. Additionally,they did free speech and hearing screenings of preschoolers, provided language activities at local nursing homes,and worked with individuals in nursing homes who had difficulties with feeding and swallowing. Clarion physicsmajors demonstrated the scanning electron microscope to high school students and helped companies to studyindustry specimens. Education majors planned and delivered a Gym Day in which area preschool students cometo the Student Recreation Center on campus to play games that build gross motor coordination. Clarion internsalso partnered with local growers and producers to promote partnerships between various disciplines and theagricultural community.

• Student service. Clarion University students performed over 331,345 hours of service last year, and Clarion wasnamed to President’s Higher Education Community Service Honor Roll. Clarion continues to develop and expandits Federal Work-Study Community Service Program and has also received a state grant from Pennsylvania HigherEducation Assistance Agency to facilitate a year long, county-wide, high school youth leadership and problemsolving program, the Clarion County Youth Council, in partnership with nearly a dozen local service and businessorganizations. Clarion students and campus organizations also crafted programs that led to thousands of dollarsin donations for research and healthcare for members of rural communities seeking treatment. There weremultiple collection drive programs throughout the year to support 13 local food banks and social and domesticservice agencies. Venango College students educated the community and opened dialogue on gender identityissues, memorialized 289 community members who served in recent wars, and competed in a campus-widecontest for hosting and participating in community service, resulting in a diverse assortment of programs for theyear. Over 400 students were involved during the 22 day “push-up” challenge raising awareness on campus andthrough social media about the tragedy of veteran suicide. Additional service included the CU Days of ServiceInitiative, Stand for Children, Read for a Cure, Relay for Life, Special Olympics, Valentines for Veterans project,and the Venango County Visiting Veterans in Nursing Homes project.

• Civic Engagement Scholars. Civic Engagement Scholarship recipients are selected on the basis of financial needand a plan they develop for civic involvement with an agency in Clarion County. The award covers tuition andfees for a full academic year. Students have served at senior citizens centers, the Community Learning Workshop,Clarion Chamber of Commerce, Food Stock Program and other agencies.

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Other Areas of Distinction (Continued)

• Group of the Year. The Pregnancy and Parenting Resources Initiative (PPRI) was named the 2017 East CoastPregnant on Campus “Group of the Year” by Students for Life, America. The group created unique effectivesolutions for pregnant and parenting students. They opened a designated lactation room to be used by students,faculty, and staff. They developed a babysitter’s share and exchange. They hosted a “feminists for life pregnancyresource forum.” They developed and published a map of diaper changing stations on campus, and they hosted afamily friendly parties for students and their children.

• Equestrian Team. The Venango Campus Equestrian Team competes in the Intercollegiate Horse Show Association(IHSA). The Western team competed in the IHSA at West Virginia in February, 2017 where they won High PointTeam. One Clarion student won the ribbon for High Point Rider and qualified for regionals in Open Reining whiletwo other students qualified for regionals in Advanced Western Horsemanship and Novice WesternHorsemanship.

• Two seniors trained in archaeological field methods in Clarion University’s Summer Archaeological Field Schoolobtained employment in Cultural Resource Management, the applied component of archaeology.

• 2016 graduates were accepted into top-flight colleges and universities to pursue advanced degrees. Amongst theschools to which students were accepted are Yale University, University of Georgia, University of Pittsburgh,Duquesne Law School, Penn State Law School, and others.

Community Engagement

• Small Business Development Center. Since 1980, Clarion University has supported the Small BusinessDevelopment Center (SBDC) whose mission is to grow the economy of an 11 county region of western PA byproviding entrepreneurs with the education, information, and tools necessary to build successful businesses. In2016, the SBCD provided 6,810 hours of one-on-one consulting to 513 clients and assisted 36 clients withsecuring financing for projects totaling $14,858,571. Fifty-three SBDC clients started businesses with assistancefrom the SBDC. The SBCD also provided training to 1,146 individuals at 77 events including 33 First Step seminars.Clarion University SBDC was one of four Pennsylvania SBDCs to receive the 2016 Happy Client Award given tocenters that earned 100% for the client satisfaction metric. Clarion University SBDC also received the CenterPerformance Honorable Mention. This award recognizes centers that have demonstrated strong performanceduring the last program year by scoring the highest on the performance elements of output, impact, promotion,operations, and client satisfaction. Two staff members of the SBCD were recognized as members of the PA SBDC2 Million Dollar Club and a Clarion University SBDC Business Consultant was selected as the 2016 PennsylvaniaSBDC State Star.

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• Entrepreneurial Leadership Center (ELC). The Clarion University Entrepreneurial Leadership Center (ELC) strivesto instill and promote a culture of innovation, entrepreneurship and entrepreneurial thinking across theuniversity community. The vision is to create a sustainable enterprise embedded in the Clarion Universitycommunity that promotes and supports innovation, entrepreneurial activity, entrepreneurial approaches toproblem solving, and provides a value-added contribution to the economic development of the region. The ELCfulfills both its mission and vision by engaging students through the promotion of the PASSHE Student BusinessPlan Competition; assisting local businesses in finding interns; establishing mentorship relations; and bringing thecommunity and university faculty and staff together. Clarion University had eight students complete theirventure profiles, with three students selected as part of the 17 semi-finalists.

• Northwest Pennsylvania Rural AIDS Alliance. The Northwest Pennsylvania Rural AIDS Alliance was established in1991 to meet the needs of HIV positive people living within the thirteen counties in Northwest PA. In 2016,services were expanded to include individuals living in six north central PA counties. Due to an increase in thoseco-infected with Hepatitis C, the Alliance has been funded since September 2010 under a Special Project ofNational Significance grant to treat those individuals co-infected with HIV and HCV. The NW Alliance providesmedical case management, specialty clinics/care, patient care services, as well as high impact preventionservices. The NW Alliance receives funding through the PA Department of Health, Bureau of CommunicableDiseases, Division of HIV/AIDS; Part B of the Ryan White CARE Act -Housing Opportunities for Persons with AIDS(HOPWA); State Appropriations; and Part C of the Ryan White CARE Act from the Health Resources and ServicesAdministration.

• Martin Luther King Series. The annual MLK series, open to the campus and the community at large, starts withthe Martin Luther King Jr. Celebration breakfast on Martin Luther King day. Additional events, runningthroughout the Spring semester, are designed to further social justice and explore all levels of schooling, humanviolence, intolerance, gender issues, and the structure of job opportunities. Events for Spring 2017 include CeeWilliams sharing his poetry about African Americans; Curtis Chin presenting his documentary film and leading adiscussion about education, race and socioeconomic status; and Dr. Brian Roberts presenting his play “EdwardBlues” that focuses on young Black men in the early to mid-1900's taking responsibility for their actions and lives.

• Mary L. Siefert Cultural Series. The Mary L. Seifert Cultural Series was established to provide the Clarioncommunity with cultural experiences that inspire learning through thoughtful discussions. Since its inception, theMary L. Seifert Cultural Series has brought notable and thought-provoking speakers to campus including SpikeLee, Jamar Rogers, Cornel West, Maya Angelou, a week long visit from Tibetan Monks, Stephen Kuusisto, and LisaShifren, photographer of Holocaust Survivors. The annual series of events are tied to a particular cultural themeand are free and open to the public. The theme of the 2016-17 Mary L. Seifert Cultural Series is "The UnitedStates of Gender." Events this year focus on various issues surrounding men, women, and transgender people.Events include screenings of the films Celluloid Closet, Mr. Mom, and The Danish Girl; screenings of the webseries, The Brothers; a presentation on the gendering of speech patterns; and a presentation from MacArthurFellow, Alison Bechdel.

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• Benjamin Freed High School Mathematics Competition. In November, 2016, Clarion Mathematics faculty,assisted by students in the Clarion Honors Program, hosted the 32nd annual Benjamin Freed High SchoolMathematics Competition. Twenty -four high schools and 245 students from western PA schools participated.The top five teams and individuals in two categories – Class A and Class AA/AAA – received awards. Winningteams were Dubois Area Catholic (Class A) and Mercyhurst Prep (Class AA/AAA). The purpose of the competitionis to develop mathematics skills in high school students. The competition gives students the opportunity to testtheir mathematics skills and enjoy a day with other high school students in a university environment. Thecompetition also advances Clarions’ strategic goal to provide “educational opportunities that address thedemands…of the region.”

• Peirce Planetarium. Clarion University's Peirce Planetarium offers the community a glimpse of the stars andplanets of the night sky. It does so with its 40-foot dome, one of the largest in the state. In the past year, thePeirce Planetarium presented 60 shows for the community. Nineteen of these shows were laser light shows,including the very popular Lasmermania shows. Twenty-eight shows were presented to K-12 students; one showwas presented to children with autism. One show was presented to adults with disabilities and another showwas presented to adults with intellectual disabilities. Over 2,400 people (students, elementary school students,and people from the community) attended the shows. Six undergraduate physics majors volunteer to assist inthe show presentations, and the students logged more than ten hours each during the single week of Lasermaniain October.

• Scanning Electron Microscope Workshops. The introduction of Scanning Electron Microscope (SEM) places CUas the only system university to have a research grade SEM. As a result, Clarion has not only offered a dedicatedSEM course for its students, but Clarion has offered 3-day Scanning Electron Microscope workshops to highschool teachers and students and also has offered two-week paid summer research positions for regional highschool teachers and students. Additionally, physics faculty have presented physics teaching resources at theregional meeting of the American Association of Physics Teachers.

• Barbara Morgan Harvey Center for the Study of Oil Heritage. The Barbara Morgan Harvey Center for the Studyof Oil Heritage is located in the Charles L. Suhr Library at the Venango campus in Oil City, Pennsylvania. TheCenter offers scholars, students, and the community a place for discussion, study, and documentation ofPennsylvania's Oil Region's history and heritage. The collection includes a variety of books that documentthe history of the region, newspaper clippings from the early 1900s, minutes from the meetings of early oilcompanies from the late 1800s, maps, photographs, as well as videotaped oral histories of residents of the oilregion. The 2017 Barbara Morgan Harvey annual lecture will include a presentation by Dr. William Brice onAbraham Gesner, the forgotten discoverer of kerosene.

• Venango Cultural Arts and Entertainment Series. The Venango Cultural Arts and Entertainment series providesarts events that represent a wide array of cultures, experiences, and viewpoints. Events are free and are open tothe public. The 2016-2017 series includes Ken Nwadike, Jr. and his free hugs project; concerts by Holy Ghost TentRevival, Vanesse Thomas, Namoli Brennet, and Joseph Firecrow; Tara Handrow’s presentation of her one womanplay, Drunk with Hope in Chicago; a student, staff, faculty presentation of the Vagina Monologues; andcomedians Michael Palascak and Jeff Scheen as well as an Independent Film series.

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• Kids in College. The Kids in College program on the Venango campus is a week-long summer enrichmentprogram that focuses on academic, cultural, art, music, fitness, nature, and technology topics for K-8 children. In2016, 68 children enrolled from Allegheny, Crawford, Clarion, Erie, Forest, and Venango counties, including onechild from Colorado, one from Iowa, and one from North Carolina. A Samuel Justus Foundation grant allowedthe University to offer scholarships to 31 children in 2016.

• Chautauqua Writers' Festival. Founded by Clarion University and co-directed by a Clarion University professor,the Chautauqua Writers' Festival at the Chautauqua Institute in Chautauqua N.Y. is in its 14th year. The Festival isalso co-sponsored by Penn State Behrend, University of North Carolina at Wilmington, University of Pittsburgh atGreensburg, and Monmouth University. Occurring every June, the four day festival offers workshops, individualconferences, lectures, panels, open mic sessions, writing time, panel discussions on publishing and revising, andreadings by nationally renowned poets and prose writers. It also includes a songwriting workshop forparticipants who want to learn to set writing to music or to create words for their songs. Faculty for Summer2017 include Ann Pancake, Stewart O’Nan, Diana Hume George, Beth Ann Fennelly, Lia Purpura, Marcus Wicker,Scott Minar, and Bruce Dalzell. Since its inception, the Chautauqua Writers' Festival has awarded fullscholarships to over 75 Clarion University students.

• University Art Gallery. Opened in 2002, the University Art Gallery, located in the lower level of Carlson Library, isrun by the Department of Visual and Performing Arts and presents two to three exhibitions of contemporary arta year as well as the annual Bachelor of Fine Arts show at the end of the spring semester. The University ArtGallery has shown an impressive array of contemporary artists from around the world in group exhibitionsincluding Andy Warhol and William Kentridge. Exhibitions this year include works by Ryder Henry and JamesStewart. The Gallery is free and open to the public.

• Spoken Arts Visiting Writers Series. Instituted in 1997, the Spoken Arts Visiting Writers Series has brought over100 writers to Clarion. These writers have included Pulitzer Prize winners such as Gwendolyn Brooks and MaxineKumin, National Book Award Winners such as Michael Harper and Terrence Hayes, Poet Laureates such as BillyCollins, as well as writers of International reputation including Amari Baraka, Chana Bloch, and Ilya Kaminsky. Thewriters present a public reading for the university and community-at-large; they also participate in discussionswith students and faculty, visit classes, and are available for informal chats at receptions and other venues.

• Happy, Healthy & Whole Wellness Fair. Since over 30% of the local population is categorized as obese, severaldepartment on campus combined with community organizations to present the Happy, Healthy and WholeWellness Fair. The overall goal of the wellness fair is to offer reasonable and attainable solutions to improvingthe health and well-being of students, faculty, and area residents. With the help of a $1,500 state grant, the fairexposes the Clarion community to complementary health specialists including acupuncturists, massagetherapists, nutritionists, Reiki and other energy practitioners; yoga instructors; personal trainers; chiropractors;coaches; mindfulness teachers; naturopaths; physicians and other health and wellness professionals. Localhealth care organizations, including Clarion Hospital, UPMC, and Clarion-Forest VNA, also participate.Complementing the fair are a series of movies that featured health and nutrition topics.

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• Tobeco and Open Mic Nights. Tobeco, the annual Literary and Arts Journal of Clarion University beganpublication in 2000. Taking its name from the Native American word for Clarion River, it was recognized in 2016as one of the best literary arts journals amongst American colleges and universities. An official studentorganization, students from a diversity of majors solicit submissions of poetry, fiction, creative nonfiction, andart; select the works for the journal; do all the marketing, designing, and work to create the journal which isavailable to the community at large. As well as publishing the journal, the students sponsor an "Open Mic" seriesthat provides a relaxed, non-threatening environment to encourage sharing of creative works. Occurring at leastonce a month at a local café, writers, students, faculty, and community members share their writings, songs, and,on occasion, comedy.

• Clarion Community Learning Workshop. Housed on Main Street in Clarion, the Community Learning Workshopprovides free critical educational opportunities to K-12 students and adults from Clarion and surroundingcommunities. This includes homework help, tutoring, GED preparation and programming, and workshops inareas of the arts, writing, computer literacy, workplace writing and much more. Co-directed by Clarion facultymembers, the Community Learning Workshop has served more than 400 learners since it opened in2013. Currently, the Center is staffed by 60 volunteers from across all majors/disciplines. These volunteersfacilitate programming, conduct community-based research, help maintain the website and Facebook page, andcreate marketing campaigns for events. To date, more than 500 Clarion University students have served at theWorkshop.

• Fisheries and Wildlife Biology Honors Summer Academy. The Clarion Honors Summer Academy welcomed 18students to its program in 2016. During the week-long academy, students learned characteristics of healthy fishand wildlife populations and critical features of their habitats. Students evaluated the status of several localspecies in extensive hands-on field work. Students also designed research projects and presented the results oftheir projects in a symposium at the conclusion of the week. Students from a wide range of high schoolsattended, including Armstrong, Eastern Regional, Cambria Heights, Kingsway Regional, Brookville, Shady Spring,Elizabeth Forward, Windber Area, North Hills, Mercer Area, Reynolds, Moshannon Valley, Hampton, Clarion-Limestone, Dubois, Freeport, Northern Lebanon, and Agora Cyber Charter schools.

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Strategic Goals

University Strategic Goals – Please describe the initiatives/strategies that will drive improvement towards university goals. Please include how your university goals align to the System strategic goals below. 1. Ensuring academic program excellence and relevance.2. Enabling more students to obtain credentials that prepare them for life, career, and the responsibilities of citizenship.3. Developing new funding strategies, diversifying resources and managing costs to preserve affordability. Initiatives and

strategies should address mitigation of financial risk.4. Increasing accountability and transparency, focusing on results and key performance indicators.

University Goals

1) Ensuring academic program excellence and relevance.

This is aligned with the Clarion University strategic goal “Encourage student, faculty and staff success.” Initiativesin this area include undergraduate student research, inquiry seminars and first year experiences, living learning communities, student internships, and faculty/staff professional development.

Undergraduate student research is considered a high impact practice. Kuh (2008) notes that practices designated as high impact practices have been widely tested. A large body of evidence attests to positive impacts of these high impact practices on retention and persistence to graduation of college students from a variety of backgrounds. Clarion continues to provide ample research opportunities to its students. The undergraduate research grant program awarded $22,000 in funds to support a total of 32 undergraduate research grants last year. These grants involved 68 students and 20 mentors. Students submitted 33 travel grant proposals that included 60 students travelling to state, regional, and national conferences. Two-hundred fifty four (254) students presented a total of 107 posters at the Undergraduate Research Conference held in April, 2016. Increased numbers of participants are anticipated for April 2017. Education students presented their research at the 2016 National Council for the Social Studies (NCSS) conference in Washington, DC and will present at the 2017 NCSS conference in San Francisco. Education students also presented research at the 2016 National Student Teacher and Supervision Conference. Clarion is the only system university to have a research grade Scanning Electron Microscope (SEM), and it offers a dedicated SEM course that provides multiple opportunities for focused student research in physics. As a result, seven undergraduate students served as co-authors for three published articles in physics, and these students have co-authored or authored 23 referred papers. A junior physics major will travel to the UK this summer to complete an international Research Experience for Undergraduates on gravitational waves with an astrophysicist at the University of Birmingham in England. An undergraduate student was awarded an undergraduate student research grant for his project building computer based intelligent tutoring systems for improving physics education. The student is collaborating with Clarion faculty and a research group at the Human Computer Interaction Institute of Carnegie Mellon University. History majors presented papers at the regional Phi Alpha Theta (National History Honorary Association) conference at Mercyhurst College in Spring 2016, and a Clarion student won a prize for best paper. Clarion has hosted the Northwest PA GIS conference for the 11th consecutive year and, as part of the conference, students presented their work in poster/map gallery sessions where they got firsthand feedback from industry representatives. GIS supports new business markets, assists in 911 operations and natural disaster emergency management and handles data analysis for oil and gas exploration. The 2016 conference was attended by over 200 faculty, students, county representatives, and industry and business representatives. A $9,990 grant from the State System for conducting disease surveillance of amphibians across the entire Commonwealth of PA has provided research opportunities for 12 undergraduate students and two University faculty. Together with 50 "citizen scientist” volunteers, the students take samples from amphibians in various ecoregions around the state. Clarion was asked by the System-wide Student Business Plan Competition Coordination Committee to be one of two system universities

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Strategic Goals (Continued)

to pilot an entrepreneurship focused internship program. The Business Launch Internship Program aligns with the PASSHE Business Plan Competition and offers real-world opportunities for students to make their entrepreneurship aspirations a reality.

Now in their second year, Inquiry Seminars are small discussion-based courses in which first year students engage in the exploration of an interesting topic or question. Taught by faculty trained in the Inquiry approach and in the needs and characteristics of first year students, the courses emphasize content as a vehicle to enhance the development of such essential and foundational skills as information literacy, team work, and inquiry and analysis. Students demonstrate their learning in posters presented at the end of semester Celebration of Learning. Data from 2015-2016 indicate that students who were enrolled in an Inquiry Seminar were retained from first year to second year at a rate 5% higher than other first year students who did not enroll in an Inquiry Seminar. Seventy percent of the Inquiry Seminar participants surveyed reported that the course challenged them in a positive way, 72% reported growth in teamwork skills, and 64% agreed that the course helped them to adjust to college.

The Divisions of Academic and Student Affairs created The Center for First Year Experience which opened this year. The Center, located on the 4th floor of Becht Hall, is co-directed by a faculty member and a staff member from Student Affairs. The Center's formation was the result of a year-long self-study during which more than 100 members of the university's faculty and staff, along with 25 students, examined all aspects, programs, and efforts where impact was made on the first-year experience at Clarion. The centralized office will develop a "comprehensive, consistent and coordinated campus-wide system" to better serve and retain students from their first to second years. Beginning in Fall 2016, all first year students are assigned a success coach. The success coaches assist students in becoming more independent, self-confident, and efficient learners; will create the foundation for success in college; and will inspire persistence to graduation. Success coaches provide proactive intrusive weekly contacts with students, case management and other services, and large and small group programming throughout students’ first year at Clarion. Success coaches make appropriate referrals when necessary to other campus departments and organizations.

Approximately 20 medical imaging sciences and nursing students enroll each year in the Allied Health and Nursing Living Learning Communities (LLCs). The LLCs kick off the academic year with a two-day, off-campus leadership retreat and a student/faculty luncheon. A slate of Brown Bag Lunch events in the fall and spring semesters present topics that support student success on campus and as future health care professionals. A culminating activity finishes every semester. Students have visited a Level I trauma center in Pittsburgh, the Lake Erie College of Medicine’s cadaver lab, and the National Institutes of Health in Bethesda, MD.

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Internships provide students the opportunities to build skill sets and experiences that can be documented on resumes; they allow students to apply their learning to real settings, help students begin to develop networks within their profession and provide them the benefits of coaching from professionals in their fields (Kuh, 2008). The number of Clarion students completing internships has increased by 39% in the last five years with the largest number of internships completed by students in the College of Business and Information Sciences. When the internship numbers are added to the clinicals, student teaching, and externship experiences required in health sciences, education, and speech pathology, a majority of Clarion graduates leave the University with significant hands-on experience in their fields. To capitalize on the benefits of internships, many Clarion programs have been designed with required internships as part of the major. These required internship provide students with additional guidance and supervision from faculty members. For instance, all students in Rehabilitative Science and Sport Management complete an internship as a part of their major. In 2016, 63% of Rehabilitative Science student interns were offered employment at their host agencies immediately upon completion of their internship. Undergraduate Communication majors are required to complete an internship, coop, or practicum and are also required to present a portfolio for graduation. Students this year have interned at uSTADIUM, The Derrick, PSECU, Around Campus, Presbyterian Senior Care, a congressional campaign, and other entities. The Communication department incorporates para-professional development opportunities through class assignments and/or volunteer participation in our media production lab, radio and television stations, student newspaper, debate team, and Eagle Media Production House. Political Science majors completed Political Science internships with candidates for U.S. Congress and have completed 10-week internships in Washington, DC under the auspices of The Washington Center for Internships and Academic Seminar.

All faculty who teach Inquiry Seminars participate in professional development about Inquiry seminars and the characteristics and needs of first year college students. Faculty who teach first year students in other classes have the opportunity to participate in workshops about first year students. Both of these professional development opportunities use the “community of learner” approach in which faculty help each other improve their teaching, presentation, and courses. The Learning and Technology Center (LTC) continues to provide face-to-face and virtual workshops focused on both the pedagogical and technical information needed to assist faculty in developing rich, interactive learning experiences for students in both online and face-to-face classes. In the past year, the LTC provided 42 workshops to 105 faculty and provided over 200 hours of individual assistance to faculty. All faculty who are new to teaching online participate in the Teaching Online Certification Course and are trained in Quality Matters professional standards, how to foster community/collaboration, assessment in online environments, and managing the course.

Faculty continue to conduct scholarly research. In the past year, faculty have authored texts on climatology; served as Editor, Centre for Agriculture and Biosciences International Development; published papers in peer reviewed journals in physics, astrophysics, mathematics, chemistry, biochemistry, and chemical education; and judged Moody’s Mega Math Challenge, a nationwide competition in mathematical modeling; published books of poetry and completed many other scholarly activities.

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2) Enabling more students to obtain credentials that prepare them for life, career, and the responsibilities ofcitizenship.

This is aligned with two Clarion University strategic goals: “Encourage student, faculty and staff success” and“Expand our engagement with society.” Initiatives in this area include 2 + 2 Degree completion programs. A 2+2 degree completion program allows students to earn associates degree and then build upon those degrees to earn their bachelor’s degrees while they are working. This provides a career ladder approach, is appealing to working adult learners, and often provides opportunities for career advancement for students. Clarion offers 2+2 programs in Nursing, Rehabilitative Sciences, Medical Imaging, Applied Technology, Paralegal Studies, Criminal Justice Administration, and Accounting. The 2+2 degree completion program in Accounting at Butler County Community College is in its second year of operation and will build enrollment in the BSBA Accounting major.

Another initiative is the CU Mentor program and digital badging. The CU Mentor program, developed by the Center for Career and Professional Development in Fall 2015, was expanded this year to include all university academic disciplines. The CU Mentor program has connected Clarion University students with over 130 alumni, employers, and professional partners to facilitate career mentoring and to increase student preparedness, confidence and knowledge related to professional field(s) of interest. Students prepare for the CU mentor program by completing career programs/modules which are linked to multiple classes, appointments, workshops and on-line programming, delivered through a CU professional platform. These programs provide intermediate and advanced in-person and virtual programming to enhance students’ career development and job search skills. Students work to complete required sessions, resulting in a bronze, silver, gold or (a new) platinum digital badge, which grant them mentee eligibility status. Over 350 digital badges have been issued, resulting in nearly 2,000 shares across LinkedIn. The CU Mentor program currently has 77 mentees and 99 mentors.

Several initiatives also provide students with the support they need to be successful students and members of the University community. As students succeed at the University, they are more likely to graduate. Academically at risk new students are paired with peer mentors beginning with orientation. Peer mentors, who are trained by the SOAR office, are experienced, upper class students who share knowledge of programs, services, university policies and general information with their mentees. Using regular weekly contact, they guide the transition of new students through their first year and help them get involved on campus. The Communication Department and the College of Business and Information Sciences also provide subject specific peer mentors for their majors. Peer mentoring and intrusive support are also hallmarks of the RUBIES and GEMS programs developed specifically to improve the retention and graduation of African American women and men. A student resource center was created in 2015 to meet the needs of students who experience food insecurity or hunger or who lack toiletries and other essential items. The student resource center, located in the recently renovated Gemmell Student Center, is stocked with donations from faculty, staff, and community members. Day-to-day operation and management of the resource center is provided by the student Advisory Board for Leadership and Engagement (ABLE). The Office of Judicial and Mediation Services is piloting the Judicial Mentoring Program (JMP) which establishes one-on-one mentoring between our most at risk students and mentors to attempt to reduce recidivism and risk taking behavior and to encourage retention. The program, a joint effort between Judicial Affairs, other Student Affairs Departments, and areas outside Student Affairs, targets alcohol and other drugs that impact community life on and off campus.

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Beginning in January 2016, all students with cumulative GPAs below 2.0 are required to have academic improvement plans. Working with faculty advisors, students develop a plan for improving their grades. The attendance of these students is monitored and faculty submit mid-term academic progress report. The students have priority access to tutoring and evening study tables. Additional follow-up is provided by student success staff. Preliminary data indicate reduced number of academic suspensions following implementation of the program.

Two grant funded programs help school children to develop skills for life, college, and citizenship. Clarion University’s TRIO Upward Bound program was funded $423,522 to continue its program in the fifth year of the five year grant. A proposal for 2017- 2022 awaits additional five year funding. Upward Bound, which has been funded at Clarion since 1978, encourages the acquisition of academic skills and motivation needed for success in high school, college, and everyday life with the overall goal of achieving academic success, high school graduation and postsecondary completion. The program, designed for selected high school students in grades 9-12, operates an academic year component and summer residential component for 94 students from seven high schools in Western PA. Services such as academic advising, career exploration, assistance with college and financial aid applications, visits to post-secondary education institutions, and cultural and social opportunities are provided year round. The six-week residential Summer Academy offers participants an opportunity to experience college life in a safe environment while residing on campus in a university residence hall. Students are selected based upon eligibility criteria established by the U.S. Department of Education. In 2015-16, 82% of the 94 participants were low-income potential first generation college students. Eighty-four percent of these students had a 2.5 GPA or higher; 84% of the seniors completed/achieved rigorous high school curriculum (as defined by the US Department of Education), and 68% of the graduates enrolled in postsecondary two or four year programs. Clarion University’s Educational Talent Search (ETS) is funded through 2021 with $400,800 annual grants from the US Department of Education. ETS at Clarion is one of only nine such programs funded in the Commonwealth, only one of two programs attached to a State System University, and is the largest funded ETS program in the Commonwealth. ETS serves those in grades 6 through adults who reside in Clarion, Jefferson, and Venango counties by providing study skills instruction, campus visitations, SAT preparation, financial aid planning, college and career planning, and leadership training. ETS provides guidance through the completion of high school and admittance into a post-secondary program. Designed to serve 835 participants annually, participants are selected based upon eligibility criteria established by the US Department of Education, primarily low-income, first generation students. Two-thirds of the students served by Clarion’s ETS met both criteria. In 2015-16, 75% of the high school graduates served by Clarion’s ETS enrolled in postsecondary education.

3) Developing new funding strategies, diversifying resources and managing costs to preserve affordability.

This is aligned with the Clarion University strategic goal “Thrive financially.” Initiatives in this area includeClarion’s TRIO Student Support Services grant. This $329,685 grant provides an array of services to Clarion students who meet the U.S. Department of Education eligibility requirements which include first generation college status, income eligibility, and need for academic support. Student supports are individually designed and may include study skills assistance, academic advising, financial literacy training, and career and financial aid counseling. During the academic year, workshops and ongoing services which focus on academic survival and learning-to-learn activities are offered. Last year, the grant served 206 students with 91% of the students ending the year in good academic standing, and 92% of the students persisting to the next year. The total award over the 2015-2020 grant cycle is $1,648,425. Three National Science Foundation grants, totaling close to $600,000, have allowed the purchase of a scanning electron microscope and nano characterization instruments.

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Another initiative in this area was the $1.5 million in renovations to the Gemmell Student Center completed during Summer 2016. Instead of increasing student fees to pay for the renovations, the renovations were funded by student fees that had been placed in reserve over the past decade. The renovations, based on student input, included new flooring and furniture, freshly painted walls and exterior trim in Clarion University's branded colors, development of a food court in the dining area, wall graphics for the upper level hallways and for the windows of the food court, open collaborative space with computer work stations for students, a single use restroom, a lactation room for nursing mothers, and digital displays to showcase upcoming campus events. Cost savings of approximately $175,000 were realized by using Clarion’s Director of Auxiliary Operations to serve as project manager and oversee the renovation. Additional cost savings were realized by replacing seat cushions instead of buying new seating and by re-using table bases, office furnishings, and meeting room furnishings. Savings will continue to accrue as a result of strategic design choices. The wall graphics on the food court windows not only are aesthetically pleasing, they also increase energy efficiency and reduce solar heat. The new flooring is easy to maintain and requires no waxing or stripping and reduces the amount labor needed for upkeep.

The Student Affairs division posted additional cost savings by restructuring staffing in Residence Life & Housing, restructuring staffing in Student Recreation Center, implementing more efficient electronic medical records in Center for Wellness, reducing the student worker budget in administrative office, reorganizing the funding request process between Athletics and Clarion Student Association, restructuring staffing for Student Orientation Acclimation and Retention staffing, and reexamining funding for Parent & Family program and Center for Leadership and Involvement to bring them in line with historical spending.

An innovative partnership between students and the staff in the Center for Career and Professional Development not only provided an opportunity for students to develop skills, it also resulted in significant cost savings to the University. During the fall 2016 semester, eight computer science and information systems students created a software system for the Center for Career and Professional Development. The software saved the center the cost of a commercial software solution ($10,000 - $15,000). The software also reduced staff needs due to the software’s ability to match mentors and mentees 75% faster than the previous manual process.

The newly constructed Main Street Suites opened in August 2015 and January 2016 and provide housing for 728 students in 373 suites. Financing for the $61 million project was made possible by multiple bond issues and a long-term loan from the United States Department of Agriculture. The Suites were built using Silver Leadership in Energy and Environment Design standards, which promote use of sustainable building materials and sustainable operations after completion. Such features as the geothermal heating/cooling system yield annual savings on utility costs.

4) Increasing accountability and transparency, focusing on results and key performance indicators.

Initiatives in this area include the annual Planning, Assessment and Improvement (PAI) Day which provides anopportunity for all Clarion stakeholders to discuss strategic initiatives and key performance indicators. Specific sessions are provided to update stakeholders on Performance funding, Strategic initiatives, NSSE data, Inquiry Seminars, and General Education assessment. The Clarion website lists the presidential priorities and strategies. These are updated at least twice a year and available for view by faculty, staff, students, and the general public. Each year, each RC manager of the University presents its proposed budget to the University community. Each RC manager talks about priorities, cost savings, new initiatives, and funding sources. These budget presentations increase transparency in the budgeting process.

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University Strengths, Opportunities, and Challenges (Anticipated within the next 3 years)

In addition to identifying university strengths, please identify specific opportunities and challenges that the university will be addressing (currently or within the next 3 years), including financial conditions, enrollment trends, community/regional engagement, and student experiences and outcomes.

Core Capabilities

The University has a sound curriculum and skilled faculty, as indicated by accreditations in all major professional areas. Recent additions to the curriculum, especially undergraduate programs in Criminal Justice Administration, Nutrition and Fitness, Sport Management and master’s programs in Applied Data Analytics and in Accounting are attracting more students.

The University continues to be a leader in online education and in its services for working adult learners. As a result of student surveys and several off-campus focus groups, the University developed the infrastructure to offer online courses in a 7-week format to address the needs of working adult learners. These courses are now available in the MS in Data Analytics, MS in Library Sciences, MS in Mass Media and Journalism, MBA, as well as the RN to BSN degree completer program. As of this writing, paid deposits in these programs are up 33% over last year. The needs of adult learners were paramount in the University’s revisions to the transfer process and process for awarding credit for prior learning. 2+2 degree completion programs are available in many areas. These will help the University build enrollment.

The renovation of Becht Hall, which opened in August 2015, allows the University to provide a “one stop” for student services ranging from financial aid and registrar to the health clinic and writing lab. This enables a more streamlined approach for students and their families. The newly constructed Main Street Suites opened in August 2015 and January 2016 and provide housing for 728 students in 373 suites and also provide opportunities for increased campus community connections as a result of the very deliberate and thoughtful mix of private and public spaces. Public spaces include a movie theatre, Starbucks, and The Den by Denny’s.

Clarion University has been designated a 2016 Military Friendly® School for the seventh consecutive year. Clarion waives the application fee for all active duty and veteran military personnel. It also provides scheduling priority for veterans and sponsors a Student Veterans Organization. The Venango Campus Veterans Club sponsors Flags for the Fallen Ceremony on Veterans Day to honor veterans who have died in recent wars in the Middle East.

Page 25


University Strengths, Opportunities, and Challenges (Continued)

Opportunities (Continued)

The University has many new opportunities on the horizon, especially in regards to increasing enrollment and improving retention. The hiring of a new Associate VP for Enrollment Management will provide opportunities for fresh and imaginative approaches to recruiting. Newly purchased CRM software will allow admission staff to increase the number of touches per prospective students and admitted students. This should lead to a higher conversion rate and also should reduce melt. Clarion is well into the RFP process to hire a firm to develop online lead generations and market online programs. This should increase enrollment in our online programs. The University anticipates a positive return on investment from outsourcing this function. A partnership with ReUp is allowing Clarion to locate former students who have dropped out/stopped out and to provide support for their re-enrollment at the University. Under the innovative revenue share model, Clarion pays ReUp only when students re-enroll in the University. The hiring of a full time Scholarship Director, funded by the Clarion University Foundation, has enabled the University to strategically allocate scholarship awards, increased Foundation specific scholarships by 33% and the amount of awarded scholarships from $1.9 million in 2014-15 to $2.3 million in 2015-16, and yielded a significant increase in applications. A development officer for collegiate athletics, also funded by the Clarion University Foundation, will assist in securing funding for student-athletes. A partnership with Raise.me will allow the awarding of micro-scholarships which incentivize the behaviors in high school that lead to student success in college.

Student retention will improve the university’s bottom line and will help fulfill the Clarion mission of providing transformative learning opportunities. Living learning communities and freshmen-specific housing will be expanded in Fall 2017 as a means of promoting retention of freshmen and sophomores. The University is in the midst of a two-year pilot of Inquiry Seminars for freshmen, and the preliminary outcome data on student retention look promising. The development of Center for the First Year Experience will provide faculty development about the needs of first year students and will focus on training faculty in pedagogical techniques appropriate for a new generation of learners. Academic Improvement Plans, for students with GPAs less than 2.0, provide additional support and progress monitoring for students at increased risk of dropping out. A revised student orientation will not only save money, it will increase convenience for students and their families and will also provide increased opportunities for community development amongst incoming students and between incoming students and returning students. The Math Placement process for freshmen and transfer students has been revised and will debut in Summer 2017. Instead of relying on students’ SAT scores and high school curricula, the revised process will use a nationally validated software program to more accurately place students in classes. It is anticipated that this new process will reduce the number of students taking remedial mathematics coursework which is correlated with increased retention and persistence to graduation.

The development of a new administrative structure specific to the health sciences, the College of Health and Human Services, and the hiring of a founding dean will provide many opportunities for innovation and strategic development of programs in health and human services. It will also increase the presence of health and human services on the Clarion campus. New programs in Athletic Training and Respiratory Care will be submitted to the Board of Governors in July 2017. These should be attractive to students and will help to grow enrollment. Sustainability information will be used to review all curricular programs and to align program array and associated faculty with student interests and workforce needs.

Page 26


University Strengths, Opportunities, and Challenges (Continued)

Opportunities (Continued)

Challenges

The University is challenged by fiscal concerns, including unfunded mandates from the negotiated contracts. Enrollment issues continue to challenge the University.

Clarion will celebrate its sesquicentennial, 150th, anniversary in 2017. Activities associated with anniversary celebration will provide opportunities for spotlighting the University, students and their success, and alumni. The comprehensive Clarion Capital Campaign, planned to coincide with the sesquicentennial, will raise funds for University projects and high priority needs of students. Initial responses to the campaign have been positive and demonstrate the continued loyalty of alumni and friends. Planned renovations to the Tippin Gymnasium will provide improved athletic and conditioning facilities and will allow the University to continue to generate revenue. Planned renovations to several other campus buildings this summer will make them accessible and bring them into line with ADA standards.

Page 27


Strategic Enrollment Management

Fall 2012Actual

Fall 2013Actual

Fall 2014Actual

Fall 2015Actual

Fall 2016Actual

Fall 2017Projected

Fall 2018Projected

Undergraduate Headcount Enrollment - Associate and Bachelor's Degree SeekingNew Freshmen 21.2% 19.7% 18.8% 21.4% 22.1% 22.0% 22.0%New Transfers 6.8% 9.4% 11.0% 8.2% 7.3% 8.0% 8.0%Veterans 2.7% 2.8% 3.0% 2.5% 2.7% 2.5% 2.5%Adult Learners 15.7% 16.2% 17.1% 17.2% 18.9% 20.0% 20.0%Total Undergraduate Enrollment 5,335 5,046 4,744 4,401 4,251 4,251 4,255

Graduate Headcount EnrollmentMaster's 980 852 766 782 857 750 752Research Doctorate N/A N/A N/A N/A 9 9 9Professional Doctorate N/A N/A N/A N/A N/ATotal Graduate Enrollment 980 852 766 782 866 759 761

Certificates and Nondegree Students205 182 202 185 107 100 100

Headcount Enrollment by Method of InstructionDistance Education (100% Distance Education) 1,377 1,359 1,320 1,320 1,397 1,400 1,420Traditional (On Campus) 3,636 3,060 2,941 2,574 2,422 2,420 2,425Off Campus 543 504 456 381 306 300 300

Fall 2012Actual

Fall 2013Actual

Fall 2014Actual

Fall 2015Actual

Fall 2016Projected

Fall 2017Projected

Fall 2018Projected

Persistence Rates of First-time Bachelor's Degree Seeking StudentsSecond Year Persistence 70.5% 75.7% 74.5% 73.5% 73.5% 73.7%Third Year Persistence 58.5% 60.3% 65.6% 63.0% 63.2% 63.4%Fourth Year Persistence 57.4% 55.5% 57.1% 59.4% 59.6% 59.8%

Note: Persistence rates are for those students who are returning in or have graduated by the provided year

2012/13Actual

2013/14Actual

2014/15Actual

2015/16Actual

2016/17 Projected

2017/18Projected

2018/19Projected

Graduation Rates for Bachelor's Degree Seeking StudentsFour Year (or less) 30.8% 35.6% 32.7% 32.9% 33.0% 33.2%Six Year (or less) 53.6% 49.7% 49.5% 49.3% 49.3% 49.3%

2012/13Actual

2013/14Actual

2014/15Actual

2015/16Actual

2016/17 Projected

2017/18Projected

2018/19Projected

Average Time to Degree (Bachelor's) (methodology under consideration)

Average Credits at Graduation*127.6 128.2 127.6 126.2 126 126 126

Graduates Employed in Pennsylvania (methodology under consideration)

Bachelor's Degree Graduates Continuing Their Education (methodology under consideration)

*Current values include graduates of degree programs that require greater than 120 credits and are therefore temporary. Final values including only degree programs with Board approved requirements of 120 credits will replace the temporary values in the near future.

Completers

Planned Enrollment by Student Type

Persistence Rates

Graduation Rates

Page 28


Performance Funding Indicators Of the ten (10) performance funding indicators, five (5) are required of all system universities while five (5) others are chosen by each of the universities to reflect what is most important to their mission and strategic goals. Further refinements in the System’s performance

funding program are anticipated in 2016.

Baseline2012/13

Performance Report

2013/14Performance

Report

2014/15Performance

Report

2015/16Performance

Report

2016/17Targets

Degrees ConferredNumber of Degrees Conferred 1,581 1,521 1,537 1,401 1,338 1,572 Undergraduate Degrees per 100 FTE 17.7 20.6 21.6 23.3 24.1 19.1

Closing the Achievement Gaps - 6 Year Graduation RatesPell Recipient Graduation Rate 44.0% 36.6% 46.3% 43.2% 41.8% 47.6%Non-Pell Recipient Graduation Rate 51.0% 53.1% 57.5% 52.4% 54.2% N/AUnderrepresented Minority Graduation Rate 34.0% 26.4% 36.5% 26.1% 32.8% 36.4%Non-Underrepresented Minority Graduation Rate 50.0% 49.5% 55.2% 52.4% 51.9% N/A

Closing the Freshman Access GapsPell Recipient Freshmen 40.2% 44.2% 40.6% 43.5% 43.2% 38.0%

38.0% 38.0% 38.0% 38.0% 38.0% N/AUnderrepresented Minority Freshmen 10.9% 12.7% 9.8% 13.7% 16.3% 12.5%

18.0% 18.0% 18.0% 18.0% 18.0% N/A

Faculty DiversityUnderrepresented Minority Faculty 11.3% 12.1% 10.9% 11.4% 10.1% 13.2%Female Faculty 47.1% 48.3% 47.8% 47.9% 48.9% 48.6%

Baseline2012/13

Performance Report

2013/14Performance

Report

2014/15Performance

Report

2015/16Performance

Report

2016/17Targets

Student Learing AssessmentCritical Thinking - Value Added Score At Expected At Expected At Expected At Expected At ExpectedCritical Thinking - Senior Score 111.13 111.17 110.60 110.30 Annual

Improvement

Writing - Value Added Score At Expected Above Expected

At Expected At Expected Above Expected

Writing - Senior Score 114.66 115.21 114.10 114.30 Annual Improvement

STEM and Health Profession (STEM-H) Degree RecipientsPercentage of Total Degrees Awarded that are STEM-H

27.1% 33.6% 32.3% 36.1% 37.8% 34.0%

Closing the Transfer Achievement Gaps - 6 Year Graduation RatesPell Transfer Graduation Rate 48.0% 53.8% 56.5% 51.5% 50.4% N/A

54.0% 54.7% 59.5% 53.2% 48.8% N/A32.0% 56.7% 50.0% 33.3% 44.0% N/A55.0% 55.5% 59.3% 55.2% 51.4% N/A

Distance Education EnrollmentStudents Enrolled in 100% Distance Education 36.1% N/A 41.2% 40.2% 44.7% 46.4%

High Impact PracticesFreshmen Participating in High Impact Practices 35.1% N/A 52.0% 55.2% 44.2% 39.1%Seniors Participating in High Implact Practices 83.0% N/A 86.6% 83.3% 80.3% 86.3%

Non-Pell Transfer Graduation RateUnderrepresented Minority Transfer Graduation RateNon-Underrepresented Minority Transfer Graduation Rate

Low Income PA High School Graduates (ages 18-24)

Common to All Universities

University Selected

Underrepresented Minority PA High School Graduates (ages 18-24)

Page 29


Academic Programs

Number of Programs in 2015/16 and the Total Number of Completers from 2011/12 through 2015/16 2015/16Certificate Programs

Total Number of Certificate Programs 7Number of Certificate Programs with a Total of 10 or More Completers Over the Previous 5 Years 1Percentage of Certificate Programs with a Total of 10 or More Completers Over the Previous 5 Years 14%

Associate Degree ProgramsTotal Number of Associate Programs 11Number of Associate Programs with a Total of 25 or More Completers Over the Previous 5 Years 8Percentage of Associate Programs with a Total of 25 or More Completers Over the Previous 5 Years 73%

Bachelor's Degree ProgramsTotal Number of Bachelor's Programs 55Number of Bachelor's Programs with a Total of 30 or More Completers Over the Previous 5 Years 34Percentage of Bachelor's Programs with a Total of 30 or More Completers Over the Previous 5 Years 62%

Master's Degree ProgramsTotal Number of Master's Programs 7Number of Master's Programs with a Total of 20 or More Completers Over the Previous 5 Years 6Percentage of Master's Programs with a Total of 20 or More Completers Over the Previous 5 Years 86%

Professional Doctorate Degree ProgramsTotal Number of Professional Doctorate Programs 0Number of Professional Doctorate Programs with a Total of 10 or More Completers Over the Previous 5 Years 0Percentage of Professional Doctorate Programs with a Total of 10 or More Completers Over the Previous 5 Years 0%

Research Doctorate Degree ProgramsTotal Number of Research Doctorate Programs 0Number of Research Doctorate Programs with a Total of 5 or More Completers Over the Previous 5 Years 0Percentage of Research Doctorate Programs with a Total of 5 or More Completers Over the Previous 5 Years 0%

6-digit CIPOffered Via

Distance Learning

Associate Degree Programs

Bachelor's Degree Programs31.0504 B.S. in Sport Management22.0302

Master's Degree Programs52.0301 M.S. in Accounting Online11.0802 Online

Doctorate Degree Programs

Certificates45.0702 Post-Baccalaureate in Geographic Information Systems51.2399 Sub-Baccalaureate in Concussion Management Online

Minors05.021 Disability Studies


Distance Learning


Bachelor's Degree Programs

Master's Degree Programs


Certificates

Minors

B.S.B.A. in Paralegal Studies

M.S. in Applied Data Analytics

Reorganized Programs for 2015/16

Program Name Change

Academic Program Activity

Program Name

New Programs for 2015/16

Online, Blended, ITV

Page 30


Academic Programs


Distance Learning





Certificates

Minors


Distance Learning


Bachelor's Degree Programs26.0101 B.A. in Biology27.0301 B.S. in Industrial Mathematics

Master's Degree Programs23.0101 M.A. in English


Certificates

Minors26.0204 Cellular & Organismal Biology

Programs Discontinued for 2015/16

Program Name

Programs Placed in Moratorium for 2015/16

Program Name

Page 31


Planned New and Emerging Academic Programs

6-digit CIP




Doctorate Degree Programs13.0406 Higher Ed Leadership

Certificates13.1013 Competent Learners Model13.0401 Teacher Leader certificate13.1401 English as a Second Language

Minors09.0905 Health Communication51.2706 Medical Informatics11.1014 Business Informatics52.0501 Business Communication43.0303 Cyber Security

6-digit CIP


Bachelor's Degree Programs25.9999 Information Leadership52.1207 Knowledge Management13.1017 B.S.Ed. Special Education

Master's Degree Programs25.0199 Library Leadership


Certificates42.2814 Behavior Analyst

Minors

New Programs for Possible Consideration by the Board of Governors in 2018/19

Program Name System Universities with Similar Program

New Programs for Possible Consideration by the Board of Governors in 2017/18

Program Name System Universities with Similar Program

Page 32


Budget Assumptions

October 2016% Change

RevenuesTuition Rate $7,238Technology Tuition Fee 448 University Mandatory Fees (University to provide anticipated percent change in rates for future years) 2,785 System's State Appropriation (university's share may vary) $444,224,000

ExpendituresSalaries, required changes to base pay Event

AFSCME 2.75% GPI, Eff. 10/1/16

2.0% GPI, Eff. 7/1/17

1 step (or cash

payment for those at top of payscale), Eff. 1st pay in

Jan. 2018

2.5% GPI, Eff. 7/1/18

1 step (or cash


Jan. 2019

Faculty N/A 2.75% GPI, Eff. Fall 2016

1 step (or cash payment for those at top of

payscale), Eff. Spring 2016 (Paid after full ratification of

contract)

Nonrepresented N/A

SCUPA N/A 2.75% GPI, Eff. 10/1/16 N/A 1.75% GPI,

Eff. 7/1/17

1 step (or cash

payment for those at top of

payscale), Eff. 1st pay in

Jan. 2018

2.25% GPI, Eff. 7/1/18

1 step (or cash


Jan. 2019

SPFPA N/A 3.50% GPI, Eff. 10/1/16 N/A

OPEIU N/A 3.50% GPI, Eff. 10/1/16 N/A 2.00% GPI,

Eff. 7/1/17

1 step (or cash



Jan. 2018

2.50% GPI, Eff. 7/1/18

1 step (or cash


Jan. 2019

Coaches 3.00% GPI, Eff. 10/1/16

Lump Sum Cash Payout: $1,500

for permanent full-time coach and

$750 for permanent part-

time coach (Paid after full

ratification of contract)

2.75% Annual Salary

Adjustment, Eff. 1/1/18

2.50% Merit Pool, Eff.

7/1/17

2.50% Annual Salary

Adjustment, Eff. 1/1/19

2.50% Merit Pool, Eff.

7/1/18

PSSU N/A 2.75% GPI, Eff. 10/1/16 N/A 2.0% GPI,

Eff. 7/1/17

1 step (or cash



Jan. 2018

2.5% GPI, Eff. 7/1/18

1 step (or cash


Jan. 2019

PDA N/A

Retirement % of PaySERS 29.95%PSERS 14.60%ARP 9.29%

PSERS Healthcare Contribution 0.415%

HealthcareCommonwealth Plan Annual Rate

Active Employees (PEBTF - AFSCME, SCUPA, PSSU, and PDA) $11,830Retired Employees (REHP - AFSCME only) $9,412

State System PlanActive Employees, Faculty, PPO Plan $13,663Active Employees, Faculty HMO Plan $17,242Active Employees, Coaches, PPO Plan $16,402Active Employees, Coaches, HMO PlanActive Employees, Other, PPO Plan $12,310Faculty Health & Welfare $1,464Supplemental Healthcare for nonfaculty $865Retiree Healthcare (non AFSCME) $5,200

Consumer Price Index (Urban) 1.80%

Comments:(Include changes in rates and/or assumptions since November 2016)

Same as October AssumptionSame as October AssumptionSame as October Assumption

Same as October Assumption

$16,720

$16,720$15,861



2016/17 2017/18March 2017% Change

October 2016% Change

March 2017 % Change

2018/19% Change


TO BE DETERMINED N/A TO BE DETERMINED TO BE DETERMINED

0.00% 0.00%0.00% 0.00%

0.00%

Same as October Assumption 0.00%Same as October Assumption 0.00%


% of Pay % Change % Change

0.00% 0.00%

Events Events Events

Same as October Assumption Same as October Assumption

Same as October Assumption $453,108,000

% Change9.15% 9.15% 7.46%6.70% 8.70% 3.30%

N/A 2.0% GPI, Eff. Fall 2017

N/A

Annual Rate

Same as October Assumption 3.96%

0.00% 0.00% 0.00%0.00% 0.00% -1.20%

$13,005 $14,483 $12,595 6.00%

3.96% 2.75%Same as October Assumption 4.97% 4.97% 6.00%

0.00% 0.00%Same as October Assumption 6.00% 2.00% 0.00%

$17,386 $15,626 6.00%

Same as October Assumption 6.00% 2.00% 6.00%

$16,523

$18,277 $16,523

1.90% 2.40% 2.40%

N/A

2.75% Merit Pool, Eff. 1/7/17 N/A 4.25% Merit Pool, Eff. 1/6/18 TO BE DETERMINED

N/A N/A N/A

N/A

N/A

N/A

$18,277

6.00% 2.00% 6.00%

0.00%

Page 33


Education & General (E&G) Fund Dollars in Millions

2014/15Actual

2015/16Actual

2016/17Approved

Revised2016/17

Projected

2017/18Request

Revised2017/18

Projected

2018/19Projected

Undergraduate In-State Tuition $28.8 $27.7 $27.1 $27.5 $27.1 $27.1 $27.4Undergraduate Out-of-State Tuition 3.2 3.1 3.3 3.2 3.3 3.2 3.2 Graduate In-State Tuition 3.9 4.6 5.4 5.2 5.4 5.5 5.5 Graduate Out-of-State Tuition 1.9 1.7 1.6 1.7 1.6 1.8 1.8 TOTAL TUITION REVENUE $37.7 $37.1 $37.4 $37.6 $37.4 $37.6 $37.9Total Fees 12.2 12.2 12.6 12.6 12.6 12.6 12.7 State Appropriations 23.2 24.1 24.9 25.0 24.9 25.0 25.0 All Other Revenue 4.2 5.3 4.6 4.9 4.6 4.6 4.6 Planned Use of Carryforward 0.0 0.0 2.2 3.8 0.0 0.0 0.0 Total E&G Revenue/Sources $77.3 $78.6 $81.6 $83.9 $79.4 $79.8 $80.2

Total Salaries and Wages $42.8 $41.1 $39.7 $41.9 $38.6 $40.6 $41.1Total Benefits 19.3 20.6 20.6 20.5 21.0 21.1 22.1 TOTAL PERSONNEL EXPENDITURES $62.0 $61.7 $60.3 $62.4 $59.6 $61.7 $63.2Financial Aid 2.0 1.8 2.2 2.4 2.5 3.1 3.1 Utilities 1.7 1.8 1.8 1.8 1.8 1.8 1.8 Services & Supplies 14.5 15.4 15.2 15.2 15.4 15.2 15.2 Capital Expenditures and Transfers 4.2 2.7 2.1 2.1 1.4 1.4 1.4 Total E&G Expenditures/Transfers $84.5 $83.3 $81.6 $83.9 $80.7 $83.2 $84.7Total E&G Fund Surplus/(Shortfall) $(7.1) $(4.8) $0.0 $0.0 $(1.3) $(3.4) $(4.5)

Undergraduate In-State 4,129.50 3,829.60 3,583.51 3,697.03 3,583.51 3,700.00 3,720.00Undergraduate Out-of-State 304.57 314.93 301.45 305.60 301.45 305.00 305.00Graduate In-State 357.50 402.71 458.30 448.40 458.30 445.00 450.00Graduate Out-of-State 125.75 136.06 126.96 148.73 126.96 150.00 175.00Total Annualized FTE Enrollment 4,917.32 4,683.30 4,470.22 4,599.76 4,470.22 4,600.00 4,650.00

Faculty 266.92 260.67 256.83 252.76 255.40 258.65 258.65AFSCME 187.39 171.87 165.75 155.95 166.02 164.25 164.25Nonrepresented 79.18 76.31 78.22 75.14 79.55 78.40 78.40SCUPA 27.69 29.72 30.70 26.12 30.88 30.36 30.36All Other 39.90 37.93 38.55 37.30 38.56 38.56 38.55Total E&G Fund Budgeted Annualized FTE Employees 601.08 576.50 570.05 547.26 570.41 570.22 570.21

E&G Revenue/Sources

E&G Expenditures/Transfers

Annualized FTE Enrollment

E&G Fund Budgeted Annualized FTE Employees

Page 34

CLARION UNIVERSITY OF PENNSYLVANIA

2016/2017 ACTION PLAN

Strategic E&G Budget Realignment

Description2014/15Amount

2015/16Amount

2016/17Amount

Strategic Investments: Student Success - Enroll/Retain/Graduate Students

Student Aid Scholarship Initiative $0 $585,912 $643,601ROTC Scholarships for Freshmen 22,283Enrollment Management - Target X recruitment 90,000ReUp - engage students that have stopped out to complete education* 0Established Center for First Year Experience* 0Expanded Inquiry Seminar offerings (HIP demonstrated to improve retention)* 0Retention Taskforce - Initial focus on URM* 0Greek Life Advisor 78,065Additional Counseling Staff 21,020

Classroom & academic facility improvementsGemmell Student Center Renovation 1,529,337

Financial StabilityOther General Deficit Coverage 5,046,913 3,645,088 6,012,399

Becht Hall Renovation* 2,100,000 0 0Nursing Lab Renovation* 0 300,000 0Suites Buildout - classrooms, bookstore, theater, restaurants * 0 250,000 0

Source: E&G budget realignment

Total $7,146,913 $4,781,000 $8,396,705

Sources of Funds for Reinvestment:Personnel Savings (remove temp and overload pools, no replacement of retirements) $0 $0 $1,618,719Identified services and supplies (includes memberships, travel, etc.) 827,281STEM-H Fees 500,000Auxiliary Fees 1,607,402Student Fees 21,020Third-party/External scholarships 22,283Use of Carryforward 7,146,913 4,781,000 3,800,000

Total $7,146,913 $4,781,000 $8,396,705

Strategic University Specific Budget Realignment InformationThis page provides information regarding the E&G budget realignment plans of each university, including objectives and how they will be achieved. It should reflect how the budget is being realigned with the university's strategic priorities--new investments vs. reduced emphasis.

Page 35



Auxiliary Enterprises, Restricted, and Total Funds

Dollars in Millions 2014/15

Actual2015/16Actual

2016/17Approved

Revised2016/17

Projected

2017/18Request

Revised2017/18

Projected

2018/19Projected

Food Service Sales $5.6 $5.9 $6.0 $5.9 $6.2 $6.1 $6.2Housing Fees 3.5 0.7 0.0 0.0 0.0 0.0 0.0 Privatized Housing 1.0 2.2 3.0 2.7 3.1 2.7 2.7 Other Auxiliary Sales 0.2 0.1 0.1 0.1 0.1 0.1 0.1 All Other Revenue 2.6 2.5 2.6 2.5 2.6 2.5 2.5 Total Auxiliary Revenue/Sources $12.9 $11.4 $11.7 $11.2 $12.0 $11.4 $11.5

Total Salaries and Wages $2.1 $2.1 $2.2 $2.1 $2.2 $2.1 $2.2Total Benefits 1.2 1.1 1.2 1.2 1.2 1.2 1.2 TOTAL PERSONNEL EXPENDITURES $3.2 $3.1 $3.3 $3.3 $3.4 $3.3 $3.4Financial Aid 0.6 0.4 0.3 0.3 0.3 0.3 0.3 Utilities 1.0 0.8 0.7 0.6 0.8 0.7 0.7 Services & Supplies 5.7 5.7 6.3 6.0 6.5 6.1 6.1 Capital Expenditures and Transfers 3.6 1.0 1.0 1.0 1.0 1.0 1.0 Total Auxiliary Expenditures/Transfers $14.1 $10.9 $11.7 $11.2 $12.0 $11.4 $11.5Total Auxiliary Fund Surplus/(Shortfall) $(1.2) $0.5 $0.0 $0.0 $0.0 $0.0 $0.0

Total Auxiliary Fund BudgetedAnnualized FTE Employees 16.44 15.76 18.98 18.98 18.99 18.99 18.99

Federal Grants & Contracts $11.8 $11.3 $11.0 $11.0 $11.0 $11.0 $11.0State Grants & Contracts 6.2 6.3 6.1 6.1 6.1 6.1 6.1 Private Grants & Contracts 0.0 0.1 0.1 0.1 0.1 0.1 0.1 Gifts 1.1 1.3 1.0 1.0 1.0 1.0 1.0 All Other Restricted Revenue 3.6 1.2 1.2 1.2 1.2 1.2 1.2 Total Restricted Revenue $22.8 $20.1 $19.4 $19.4 $19.4 $19.4 $19.4

Total Salaries and Wages $2.4 $2.5 $2.3 $2.3 $2.3 $2.3 $2.3Total Benefits 0.9 1.1 1.1 1.1 1.2 1.2 1.3 TOTAL PERSONNEL EXPENDITURES $3.3 $3.6 $3.5 $3.4 $3.5 $3.5 $3.6Financial Aid 14.9 14.4 14.3 14.4 14.3 14.4 14.4 Utilities 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Services & Supplies 1.6 1.5 1.6 1.6 1.5 1.5 1.4 Capital Expenditures and Transfers 0.1 (0.0) 0.0 0.0 0.0 0.0 0.0 Total Restricted Expenditures/Transfers $19.9 $19.5 $19.4 $19.4 $19.4 $19.4 $19.4Total Restricted Fund Surplus/(Shortfall) $2.9 $0.6 $0.0 $0.0 $0.0 $0.0 $0.0

Total Restricted Fund Budgeted Annualized FTE Employees 32.78 35.22 36.31 36.31 36.35 36.35 36.35

Total University Revenue $113.0 $110.0 $112.6 $114.5 $110.7 $110.6 $111.1Total University Expenses $118.4 $113.8 $112.6 $114.5 $112.0 $114.0 $115.6Total University Surplus/(Shortfall) $(5.4) $(3.7) $0.0 $0.0 $(1.3) $(3.4) $(4.5)Total University Budgeted Annualized FTE Employees 650.30 627.48 625.34 602.55 625.75 625.56 625.55

Auxiliary Revenue/Sources

Auxiliary Expenditures/Transfers

Restricted Funds — Resources are received from federal, state, or private sources for specified purposes, typically for conducting research, public service activities, and/or providing external financial aid.Restricted Revenue

Restricted Expenditures/Transfers

Auxiliary Enterprises — Associated with auxiliary units that are self-supporting through fees, payments, and charges. Examples include housing, food services, student unions, and recreation centers.

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Tuition and Fees

2014/15Actual

2015/16 Actual

2016/17Actual

2017/18Request

In-State Undergraduate Tuition $6,820 $7,060 $7,238 $7,238Technology Tuition Fee 422 436 448 448University Mandatory Fees 2,546 2,694 2,785 2,857

Total Cost In-State Undergraduate Off Campus or At Home $9,788 $10,190 $10,471 $10,543 Most Common Room and Board Rates* 8,152 10,682 10,996 10,966Total Cost In-State Undergraduate On Campus $17,940 $20,872 $21,467 $21,509

Out-of-State Undergraduate Tuition (Most Common) $10,230 $10,590 $10,858 $10,858Technology Tuition Fee 642 664 682 682University Mandatory Fees 2,888 3,406 3,530 3,602

Total Out-of-State Undergraduate Off Campus or At Home $13,760 $14,660 $15,070 $15,142 Most Common Room and Board Rates* 8,152 10,682 10,996 10,966Total Cost Out-of-State Undergraduate On Campus $21,912 $25,342 $26,066 $26,108

Price to Most Common Student Living Off Campus or At HomeIn-State Undergraduate Off Campus or At Home

Tuition per Credit (Most Common) $284 $294 $302 $302Technology Tuition Fee Per Credit 18 19 19 19University Mandatory Fees Per Credit (on average) 106 116 116 119

Total Cost Per Credit In-State Undergraduate Off Campus or At Home $408 $429 $437 $440

Out-of-State Undergraduate Off Campus or At HomeTuition per Credit (Most Common) $426 $441 $452 $452Technology Tuition Fee Per Credit 27 28 29 29University Mandatory Fees Per Credit (on average) 122 147 147 150

Total Cost Per Credit Out-of-State Undergraduate Off Campus or At Home $575 $616 $628 $631

Price to Most Common Graduate Student Living Off Campus or At HomeIn-State Graduate Student Living Off Campus or At Home

Tuition per Credit Minimum $454 $470 $483 $483 Maximum $590 $611 $628 $628 Most Common $454 $470 $483 $483Technology Tuition Fee Per Credit $24 $25 $26 $26University Mandatory Fees Per Credit (on average) $114 $184 $186 $189

Out-of-State Graduate Student Living Off Campus or At HomeTuition per Credit Minimum (on campus/GRAD/out-of-state) $681 $705 $725 $725 Maximum $885 $917 $943 $943 Most Common* $715 $705 $725 $725Technology Tuition Fee Per Credit $36 $37 $38 $38University Mandatory Fees Per Credit (on average) $481 $245 $248 $251

Full Time Undergraduates (academic year only; 30 credits)

Part Time Undergraduates (per credit)

Graduate Students (per credit)

*In FY 2014/15, the most common housing option was traditional housing, but beginning in spring 2016, this option was no longer available. Most Common room rate for FY 2015/16 was for Reinhard Village @$7,400 per year and a 14-meal/week dining plan @ $3,282 per year.

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University Undergraduate Fees

University Undergraduate Mandatory Fees Part Time per Credit

Full Time Academic Year

(30 Credits)In-State

Academic Support/Instructional Support Fee $32 $769Activity Fee $23 $552Student Fee $30 $720Student Union/Recreation Center Fee $14 $336Student Center Fee $17 $408One-Time Records Fee $50Other: _______________________

Out-of-StateAcademic Support/Instructional Support Fee $48 $1,154Activity Fee $23 $552Student Fee $45 $1,080Student Union/Recreation Center Fee $14 $336Student Center Fee $17 $408One-Time Records Fee $50Other: _______________________

Notes:

Housing Costs Full Time Academic Year

Traditional HousingMinimum N/AMaximum N/AMost Common N/A

All Other HousingMinimum $7,100Maximum $10,200Most Common $7,520

Dining Costs - students living on campus # Meals/WeekFull Time

Academic YearMinimum 14 $3,476Maximum unlimited $3,764Most Common 14 $3,476

Other Optional FeesFull Time

Academic YearParking $150Application $35 UG and $40 G

2016/17

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Financial Aid: Gift Aid by Award Year

2012/13Actual

2013/14Actual

2014/15 Actual

2015/16Actual

2016/17Projected

Undergraduate Gift Aid Institutional Aid*

# of Students 511 509 587 852 987Average Award $3,160 $3,535 $3,449 $3,030 $2,542Total Dollars Awarded $1,614,935 $1,799,211 $2,024,605 $2,581,408 $2,509,229% of Undergraduate Students Receiving Aid 9% 9% 11% 17% 23%

Pennsylvania State Grants# of Students 2,064 2,007 1,928 1,862 1,680Average Award $2,554 $2,920 $2,674 $2,764 $2,805Total Dollars Awarded $5,270,796 $5,859,696 $5,155,671 $5,146,559 $4,712,332% of Undergraduate Students Receiving Aid 34% 36% 36% 37% 39%

Pell Grants# of Students 2,280 2,171 2,034 1,905 1,797Average Award $3,561 $3,789 $3,799 $3,728 $3,811Total Dollars Awarded $8,119,657 $8,224,936 $7,728,066 $7,102,179 $6,848,430% of Undergraduate Students Receiving Aid 38% 38% 38% 38% 42%

All Other Gift Aid**# of Students 1,559 1,382 1,446 1,354 1,570Average Award $2,080 $2,285 $2,316 $2,512 $2,404Total Dollars Awarded $3,242,668 $3,157,595 $3,348,772 $3,400,978 $3,773,975% of Undergraduate Students Receiving Aid 26% 24% 27% 27% 37%

Unduplicated Students Receiving Gift Aid# of Students 3,573 3,321 3,173 3,141 3,039Average Award $5,107 $5,734 $5,754 $5,804 $5,727Total Dollars Awarded $18,248,056 $19,041,438 $18,257,115 $18,231,124 $17,407,352% of Undergraduate Students Receiving Gift Aid 59% 59% 60% 63% 71%

Graduate Student AidGraduate Assistantship Stipends

# of Students 0 0 0 0 0 Total Dollars Awarded $0 $0 $0 $0 $0% of Graduate Students Receiving Assistantships 0% 0% 0% 0% 0%

Graduate Tuition Waivers# of Students 97 35 21 22 15 Total Dollars Awarded $478,485 $202,098 $114,546 $113,740 $36,952% of Graduate Students Receiving Waivers 8% 3% 2% 2% 2%

*Institutional Aid includes Board of Governors' waivers; tuition, room and board waivers; etc.

Notes: Number of students and aid awarded are for fall and spring semesters onlyData is only provided for students with an enrollment record during the fall or spring semester.

**All Other Gift Aid includes foundation scholarships, miscellaneous PHEAA grants, grants from other states, third party scholarships, etc.

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Financial Aid: Loans, Cost of Attendance, Family Income

Loans

2012/13Actual

2013/14Actual

2014/15Actual

2015/16Actual

2016/17Projected

Undergraduate Loans (all known)# of Students 4228 3946 3696 3446 3383Average Loan $7,722 $8,191 $8,392 $8,553 $10,959Total Dollars Loaned $32,649,410 $32,321,610 $31,015,308 $29,473,129 $37,074,604% of Undergraduate Students Receiving Loans 70% 70% 70% 69% 80%

Graduate Loans (all known)# of Students 536 452 431 470 516Average Loan $12,541 $14,699 $14,038 $14,869 $15,737Total Dollars Loaned $6,721,784 $6,643,871 $6,050,561 $6,988,543 $8,120,526% of Graduate Students Receiving Loans 44% 43% 44% 47% 68%

Student Debt Summary2011/12 Actual

2012/13Actual

2013/14Actual

2014/15Actual

2015/16Projected

Bachelor's Degree RecipientsPercent of Recipients with Debt 81% 79% 78% 86% 81%Average Amount of Debt (of those graduating with debt) $29,410 $25,398 $21,507 $26,276 $33,346

All Students (undergraduate and graduate)Student Loan Default Rate, 3 year 9.2% 8.1% 7.6% 8.7% 7.3%

Note: Default rates are for students that defaulted on their Federal Stafford and Direct student loans in 2010-2012, 2011-2013, 2012-2014, and 2013-2015

Tuition and Mandatory Fees

Room and Board

Books and Supplies

Transportation, Personal, Other

ExpensesTotal

$10,290 $10,724 $1,000 $3,520 $25,534$10,290 $0 $1,000 $3,744 $15,034$14,760 $10,724 $1,000 $3,332 $29,816$14,760 $0 $1,000 $3,556 $19,316

Note: Costs are based on financial aid packaging costs, not most common

Family Income Groups Headcount Average Net

Cost of Attendance

Average Net Cost Tuition

and Fees

Average Gift Aid Amount

Average Loan Amount

Below $30,000 620 $16,681 $202 $9,829 $8,626$30,001 - $48,000 336 $17,848 $1,143 $8,947 $8,360$48,001 - $75,000 488 $20,365 $3,952 $6,170 $8,848$75,001 - $110,000 606 $22,486 $6,171 $3,934 $9,671$110,001 and Above 595 $23,107 $6,458 $3,653 $9,914

Comments:Commitment to Access:

Out-of-State Undergraduate Off Campus, Living at Home

FY 2015/16 Estimated Net Cost by Family IncomePA Resident Undergraduates Enrolled Full Time in the Fall and Spring who Filed a FAFSA

Notes: Only includes students who completed a FAFSA. Family Income Groups are based on the Total Family Income (including untaxed income) as reported on student FAFSA records. Average Gift Aid includes all grants and scholarships from Federal, State, University, and other private sources administered by the Financial Aid Office. Student waivers are also included in the Gift Aid amount. Net Cost of Attendance is the actual average of the total Costs of Attendance (which will vary by income group due to the diversity of students living on- and off- campus) minus the average Gift Aid amount. Net Tuition & Mandatory Fees is the actual average of the total costs of tuition and fees (which will vary by income group due to the amount of credit hours students are enrolled) minus the average Gift Aid amount (see page University Undergraduate Fees for list of fees that are included). Average Loan Amount includes Federal (Perkins, Stafford, Ford Direct) and all private student loans known to the university. The bottom-line Average represents the average of all full-time undergraduate Pennsylvania residents. Tuition and Mandatory Fees include all reported mandatory fees and tech fee. Full-time students are considered those with 12 or more attempted credits in both Fall and Spring semesters.

FY 2015/16 Cost of Attendance(Academic Year)In-State Undergraduate On CampusIn-State Undergraduate Off Campus, Living at HomeOut-of-State Undergraduate On Campus

Page 40



Pricing Flexibility Pilot for Student Fees

Pilot/Title:

Brief Synopsis of Pilot, as Approved by Board of Governors:

Changes Made to Pilot since its Approval and/or Future Expectations for Pilot:

Assessment Criteria:Base Year:

Fall 2014Prior Year:Fall 2015

Current Year: Fall 2016

Fall 2016 –Fall 2015

Fall 2015 –Base Year

Cohort Access9.00 8.00 382.00 374.00 373.00

Percent Pell Recipients 40.9% 33.3% 27.9%0.00 0.00 106.00 106.00 106.00

Percent Nonmajority 0.0% 0.0% 7.7%Other:

Cohort Enrollment 18.67 18.80 1,220.27 1,201.47 1,201.60 22.00 24.00 1,370.00 1,346.00 1,348.00

Annualized FTE Students 13.57 15.57 2,330.72 2,315.15 2,317.15

Annual Revenue Associated with Cohort2014/15Annual

2015/16Annual

2016/17Annual

$197,496 $178,425 $10,558,071 $10,379,646 $10,360,5750 49,410 464,846 415,436 464,846

49,532 45,018 2,639,518 2,594,500 2,589,9860 0 0 0 00 0 0 0 0

$247,028 $272,853 $13,662,435 $13,389,582 $13,415,407$9,195 $257,514 $248,319 $257,514

Observations:

This fee will continue to be reviewed annually.

CL02 – Course-Specific Instructional Fee

Charge a course-specific instructional fee of 10% of tuition for the high-cost/high-demand undergraduate degree programs of nursing and communication and speech disorders (CSD). The fee will increase 10% per year until the programs are fully funded: 3 years for nursing, 1-2 years for CSD. If the pilot is successful, it may be expanded to other high-cost/high-demand undergraduate programs in future years, based on a cost/benefit analysis. Effective fall 2015 through summer 2017.

Difference

Headcount Pell Recipients

Headcount Nonmajority Students

Fall FTE StudentsFall Headcount Students

After a focused implementation on nursing courses, demand for nursing programs remained strong and there was no negative effect on enrollment. The university expanded the fee to cover all nursing; CSD; and other high-cost, high-demand science, technology, engineering, math and health (STEM-H) courses in fall 2016. The fee is consistent with the course fee originally approved by the Board of Governors.

Net RevenueRevenue Increase Due to Normal Rate Changes

Demand for STEM-H programs remains strong and expanding the fee to include all nursing, CSD and other high-cost, high-demand science, technology, engineering, math and health courses has not had a negative effect on enrollment or access.

Strong demand for and the quality of the Clarion programs continues to make the risk low. Using the fall 2014 class schedule and enrollment as a model, an estimated $200,000 in revenue would have been generated from this STEM-H course fee. The fall 2016 course fee revenue exceeded the estimate confirming, student interest in STEM-H courses continues to increase.Clarion University has made significant investments to establish the infrastructure necessary to provide the high-quality academic equipment and delivery of these courses. The laboratory, clinical and/or practicum/internship nature of STEM-H programs significantly increases the cost of providing a high-quality student learning environment; personnel costs are also higher in these areas due to accreditation-related costs and limited laboratory class sizes. Revenue derived from this fee helps offset the high-cost associated with offering these programs.

Tuition RevenueNew Pilot Student Fee RevenueAll Other E&G Fee RevenueAuxiliary Fee RevenueInstitutional Financial Aid (negative number)

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Pricing Flexibility Pilot for Per-Credit Tuition

Pilot/Title:

Brief Synopsis of Pilot, as Approved by Board of Governors:

Changes Made to Pilot since its Approval:

Assessment Criteria:Base Year:

Fall 2014Prior Year:

Fall 2015Current Year:

Fall 2016Fall 2016 –Fall 2015

Fall 2016 –Base Year

Difference

CL01 – Per-Credit Tuition

Charge tuition to all undergraduate students on a per-credit basis, in a revenue-neutral manner, by charging 90.5% of the System's per-credit rate. Effective fall 2015 through summer 2018.

Clarion University will not be implementing this pilot.

Observations:

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clarion university of pennsylvania

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